SYNTHESIS

NCBTS PPST CODE OF ETHICS

Domain 1 – Social Regard DOMAIN 1: CONTENT Article II: The Teacher and
for Learning KNOWLEDGE AND the State
 Act as positive role PEDAGOGY Section 2. Every teacher or
model for students.  Content knowledge and school official shall actively
its application within and help carry out the declared
across curriculum areas policies of the state, and shall
 Research-based take an oath to this effect.
knowledge and principles
of teaching and learning Article XI: The Teacher as
 Positive use of ICT a Person
 Strategies for promoting
literacy and numeracy Section 2. A teacher shall
 Strategies for developing place premium upon self-
critical and creative discipline as the primary
thinking, as well as other principle of personal behavior
higher-order thinking in all relationships with
skills others and in all situations.
 Mother Tongue, Filipino
and English in teaching
and learning
 Classroom
communication strategies

Domain 2 – The Learning DOMAIN 2: LEARNING Article III: The Teacher

Environment ENVIRONMENT and the Community
 Creates environment
that promote  Learner safety and Section 1. A teacher is a
fairness. security facilitator of learning and of
 Makes the physical  Fair learning the development of the youth;
environment safe environment he shall, therefore, render the
and conducive to  Management of best service by providing an
learning. classroom structure and environment conducive to
 Communicates activities such learning and growth.
higher learning  Support for learner
expectations to each participation Section 5. Every teacher shall
learner.  Promotion of purposive help the school keep the
 Establishes and learning people in the community
maintains consistent  Management of learner informed about the school
standards of behavior work and accomplishments as
learning behavior well as its needs and
problems.
Domain 3 – Diversity of DOMAIN 3: DIVERSITY Article IV: A Teacher and
Learners OF LEARNERS the Profession
 Is familiar with
learner’s  Learners’ gender, needs, Section 1. Every teacher shall
background strengths, interests and actively insure that teaching
knowledge and experiences is the noblest profession, and
experiences  Learners’ linguistic, shall manifest genuine
 Demonstrates cultural, socio-economic enthusiasm and pride in
concern for holistic and religious teaching as a noble calling.
development of backgrounds
learners  Learners with Section 2. Every teacher shall
disabilities, giftedness uphold the highest possible
and talents standards of quality
 Learners in difficult education, shall make the best
circumstances preparations for the career of
 Learners from teaching, and shall be at his
indigenous groups best at all times and in the
practice of his profession.

Domain 4 – Curriculum DOMAIN 4: Article VII: School

 Demonstrate the CURRICULUM AND Officials, Teachers, and
mastery of the PLANNING Other Personnel
subject
 Communicates clear  Planning and Section 2. School officials,
learning goals for the management of teaching teachers, and other school
lesson that are and learning process personnel shall consider it
appropriate for the  Learning outcomes their cooperative
learners aligned with learning responsibility to formulate
 Makes good use of competencies policies or introduce
allotted instructional  Relevance and important changes in the
time responsiveness of system at all levels.
 Selects teaching learning programs
method, learning  Professional
activities, and collaboration to enrich
instructional teaching practice.
material or  Teaching and learning
resources resources including ICT
appropriate to
learners and aligned
to the objectives of
the lesson
Domain 5 – Planning, DOMAIN 5: Article IX: The Teachers
Assessing, Reporting ASSESSMENT AND and Parents
 Communicates REPORTING
promptly and clearly Section 2. Every teacher shall
to learners, parents  Design, selection, inform parents, through
and superiors about organization and proper authorities, of the
the progress of the utilization of assessment progress and deficiencies of
learners. strategies learner under him, exercising
 Develops and uses a  Monitoring and utmost candor and tact in
variety of evaluation of learner pointing out the learner's
appropriate progress and deficiencies and in seeking
assessment strategies achievement parent’s cooperation for the
to monitor and  Feedback to improve proper guidance and
evaluate learning. learning improvement of the learners.
 Monitors regularly  Communication of
and provides learner needs, progress
feedbacks on and achievement to key
learners’ stakeholders
understanding of  Use of assessment data to
content. enhance teaching and
learning practices and
programs

Domain 6- Community DOMAIN 6: Article III (The Teacher

Linkages COMMUNITY and The Community
 Establishes learning LINKAGES AND
environments that PROFESSIONAL Section 6. Every teacher is
respond to the ENGAGEMENT intellectual leader in the
aspirations of the community, especially in the
community  Establishment of learning barangay, and shall welcome
environments that are the opportunity to provide
responsive to community such leadership when needed,
contexts to extend counselling
 Engagement of parents services, as appropriate, and
and the wider school to actively be involved in
community in the matters affecting the welfare
educative process of the people.
 Professional ethics
 School policies and Section 7. Every teacher shall
procedures maintain harmonious and
pleasant personal and official
relations with other
professionals, with
government officials, and
with the people, individually
or collectively.
Domain 7 – Personal DOMAIN 7: PERSONAL Article V: The Teachers
Growth and Professional GROWTH AND and the Profession
Development PROFESSIONAL
 Takes pride in the DEVELOPMENT Section 5. It shall be the
nobility of teaching responsibility of every
as a profession.  Philosophy of teaching teacher to seek correctives for
 Builds professional  Dignity of teaching as a what may appear to be an
links with colleagues profession unprofessional and unethical
to enrich teaching  Professional links with conduct of any associate.
practices. colleagues However, this may be done
 Reflects on the  Professional reflection only if there is
extent of the and learning to improve incontrovertible evidence for
attainment of practice such conduct.
learning goals.  Professional
development goals Article VI: The Teacher
and Higher Authorities in
the Profession

Section 6. A teacher who

accepts a position assumes a
contractual obligation to live
up to his contract, assuming
full knowledge of
employment terms and
conditions.