The Philippine Professional Standards for

Teachers (PPST)
Reference: https://www.teacherph.com/philippine-professional-standards-
for-teachers/
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.

Professional standards for teachers

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.
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 teachers.
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.

Beginning Highly Proficient Distinguished

Strands Proficient Teachers
Teachers Teachers Teachers
Beginning Highly Proficient Distinguished
Strands Proficient Teachers
Teachers Teachers Teachers
Strand 1.1 1.1.1 1.1.2 Apply knowledge 1.1.3 Model 1.1.4 Model
Content knowledge and its Demonstrate of content within and effective exemplary practice
application within and across content across curriculum applications of to improve the
 Beginning Highly Proficient Distinguished
Strands Proficient Teachers
Teachers Teachers Teachers
Beginning Highly Proficient Distinguished
Strands Proficient Teachers
Teachers Teachers Teachers
knowledge and
content applications of
its application
knowledge within content knowledge
within and/or
curriculum areas teaching areas. and across within and across
across
curriculum curriculum teaching
curriculum
teaching areas. areas.
teaching areas.
1.2.4 Lead
1.2.3 colleagues in
1.2.1
Collaborate the
Demonstrate an
with colleagues advancement of
understanding
Strand 1.2 1.2.2 Use research-based in the conduct the art and
of research-
Research-based knowledge knowledge and principles of and application science of
based
and principles of teaching and teaching and learning to enhance of research to teaching based
knowledge and
learning professional practice. enrich on their
principles of
knowledge of comprehensive
teaching and
content and knowledge of
learning.
pedagogy. research and
pedagogy.
1.3.4 Mentor
1.3.3 Promote
1.3.1 Show colleagues in
effective
skills in the the
strategies in the
positive use of implementation
1.3.2 Ensure the positive use of positive use of
ICT to of policies to
Strand 1.3 Positive use of ICT ICT to facilitate the teaching and ICT to
facilitate the ensure the
learning process. facilitate the
teaching and positive use of
teaching and
learning ICT within or
learning
process. beyond the
process.
school.
1.4.3 Evaluate
1.4.4 Model a
1.4.1 with colleagues
comprehensive
Demonstrate the
selection of
knowledge of effectiveness of
1.4.2 Use a range of teaching effective
Strand 1.4 teaching teaching
strategies that enhance learner teaching
Strategies for promoting strategies that strategies that
achievement in literacy and strategies that
literacy and numeracy promote promote
numeracy skills. promote learner
literacy and learner
achievement in
numeracy achievement in
literacy and
skills. literacy and
numeracy.
numeracy.
Strand 1.5 1.5.1 Apply 1.5.2 Apply a range of teaching 1.5.3 Develop 1.5.4 Lead
Strategies for developing teaching strategies to develop critical and and apply colleagues in
critical and creative thinking, strategies that creative thinking, as well as effective reviewing,
 Beginning Highly Proficient Distinguished
Strands Proficient Teachers
Teachers Teachers Teachers
Beginning Highly Proficient Distinguished
Strands Proficient Teachers
Teachers Teachers Teachers
modifying and
teaching expanding their
strategies to range of
develop critical
promote teaching
and creative
critical and strategies that
as well as other higher-order thinking, other higher-order thinking
creative promote critical
thinking skills and/or other skills.
thinking, as and creative
higher-order
well as other thinking, as
thinking skills.
higher-order well as other
thinking skills. higher-order
thinking skills.
1.6.4 Show
exemplary
1.6.3 Model
skills in and
and support
advocate the
colleagues in
use of Mother
the proficient
Tongue,
use of Mother
Filipino and
1.6.1 Use Tongue,
English in
Mother Filipino and
teaching and
Strand 1.6 Tongue, 1.6.2 Display proficient use of English to
learning to
Mother Tongue, Filipino and Filipino and Mother Tongue, Filipino and improve
facilitate the
English in teaching and English to English to facilitate teaching and teaching and
learners'
learning facilitate learning. learning, as
language,
teaching and well as to
cognitive and
learning. develop the
academic
learners' pride
development
of their
and to foster
language,
pride of their
heritage and
language,
culture.
heritage and
culture.
Strand 1.7 1.7.1 1.7.2 Use effective verbal and 1.7.3 Display a 1.7.4 Exhibit
Classroom communication Demonstrate an non-verbal classroom wide range of exemplary
strategies understanding communication strategies to effective verbal practice in the
of the range of support learner understanding, and non-verbal use of effective
verbal and non- participation, engagement and classroom verbal and non-
verbal achievement. communication verbal
classroom strategies to classroom
communication support learner communication
strategies that understanding, strategies to
support learner participation, support learner
 Beginning Highly Proficient Distinguished
Strands Proficient Teachers
Teachers Teachers Teachers
Beginning Highly Proficient Distinguished
Strands Proficient Teachers
Teachers Teachers Teachers
understanding,
participation,
understanding,
engagement
participation, engagement
and
engagement and
achievement in
and achievement.
different
achievement.
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.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
2.1.3 Exhibit effective 2.1.4 Apply
2.1.2 Establish safe
2.1.1 Demonstrate strategies that ensure comprehensive
and secure learning
knowledge of safe and secure learning knowledge of and act as a
environments to
Strand 2.1 policies, guidelines environments to enhance resource person for,
enhance learning
Learner safety and procedures that learning through the policies, guidelines and
through the consistent
and security provide safe and consistent procedures that relate to
implementation of
secure learning implementation of the implementation of
policies, guidelines
environments. policies, guidelines and safe and secure learning
and procedures.
procedures. environments for learners.
2.2.4 Advocate and
2.2.1 Demonstrate
2.2.3 Exhibit effective facilitate the use of
understanding of 2.2.2 Maintain
practices to foster effective practices to
Strand 2.2 learning learning environments
learning environments foster learning
Fair learning environments that that promote fairness,
that promote fairness, environments that
environment promote fairness, respect and care to
respect and care to promote fairness, respect
respect and care to encourage learning.
encourage learning. and care to encourage
encourage learning.
learning.
Strand 2.3 2.3.1 Demonstrate 2.3.2 Manage 2.3.3 Work with 2.3.4 Model exemplary
Management knowledge of classroom structure to colleagues to model and practices in the
 Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
share effective
managing classroom
techniques in the
structure that engages engage learners,
management of
learners, individually individually or in
classroom structure to management of classroom
or in groups, in groups, in meaningful
engage learners, structure and activities,
of classroom meaningful exploration, discovery
individually or in and lead colleagues at the
structure and exploration, and hands-on
groups, in meaningful whole-school level to
activities discovery and hands- activities within a
exploration, discovery review and evaluate their
on activities within range of physical
and hands-on activities practices.
the available physical learning
within a range of
learning environments.
physical learning
environments.
environments.
2.4.3 Work with
2.4.2 Maintain colleagues to share
2.4.4 Facilitate processes
2.4.1 Demonstrate supportive learning successful strategies that
to review the
Strand 2.4 understanding of environments that sustain supportive
effectiveness of the
Support for supportive learning nurture and inspire learning environments
school's learning
learner environments that learners to participate, that nurture and inspire
environment to nurture
participation nurture and inspire cooperate and learners to participate,
and inspire learner
learner participation. collaborate in cooperate and
participation.
continued learning. collaborate in continued
learning.
2.5.2 Apply a range
2.5.1 Demonstrate 2.5.3 Model successful
of successful 2.5.4 Lead and empower
knowledge of strategies and support
strategies that colleagues in promoting
learning colleagues in promoting
Strand 2.5 maintain learning learning environments
environments that learning environments
Promotion of environments that that effectively motivate
motivate learners to that effectively motivate
purposive motivate learners to learners to achieve quality
work productively by learners to work
learning work productively by outcomes by assuming
assuming productively by
assuming responsibility for their
responsibility for assuming responsibility
responsibility for their own learning.
their own learning. for their own learning.
own learning.
2.6.4 Provide leadership
2.6.2 Manage learner 2.6.3 Exhibit effective
in applying a wide range
2.6.1 Demonstrate behavior and constructive
of strategies in the
Strand 2.6 knowledge of positive constructively by behavior management
implementation of
Management and non-violent applying positive and skills by applying
positive and non-violent
of learner discipline in the non-violent discipline positive and non-violent
discipline
behavior management of to ensure learning- discipline to ensure
policies/procedures to
learner behavior. focused learning-focused
ensure learning-focused
environments. 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.

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
Teachers Teachers
Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
3.1.3 Work with 3.1.4 Lead colleagues
3.1.1 Demonstrate
colleagues to share to evaluate
Strand 3.1 knowledge and 3.1.2 Use differentiated,
differentiated, differentiated
understanding of developmentally
developmentally strategies to enrich
Learners' differentiated appropriate learning
appropriate teaching practices that
gender, needs, teaching to suit the experiences to address
opportunities to address address learners'
strengths, learners' gender, learners' gender, needs,
learners' differences in differences in gender,
interests and needs, strengths, strengths, interests and
gender, needs, strengths, needs, strengths,
experiences interests and experiences.
interests and interests and
experiences.
experiences. experiences.
3.2.4 Model
Strand 3.2 3.2.1 Implement 3.2.2 Establish a 3.2.3 Exhibit a learner- exemplary teaching
teaching strategies learner-centered culture centered culture that practices that
Learners' that are responsive to by using teaching promotes success by recognize and affirm
linguistic, the learners' strategies that respond using effective teaching diverse linguistic,
cultural, socio- linguistic, cultural, to their linguistic, strategies that respond to cultural,
economic and socio-economic and cultural, socio-economic their linguistic, cultural, socioeconomic and
religious religious and religious socioeconomic and religious backgrounds
backgrounds backgrounds. backgrounds. religious backgrounds. to promote learner
success.
3.3.4 Lead colleagues
3.3.3 Assist colleagues
Strand 3.3 3.3.2 Design, adapt and in designing, adapting
3.3.1 Use strategies to design, adapt and
implement teaching and implementing
responsive to learners implement teaching
Learners with strategies that are teaching strategies that
with disabilities, strategies that are
disabilities, responsive to learners are responsive to
giftedness and responsive to learners
giftedness and with disabilities, learners with
talents. with disabilities,
talents giftedness and talents. disabilities, giftedness
giftedness and talents.
and talents.
Strand 3.4 3.4.1 Demonstrate 3.4.2 Plan and deliver 3.4.3 Evaluate with 3.4.4 Model a range of
Learners in understanding of the teaching strategies that colleagues teaching high level skills
difficult special educational are responsive to the strategies that are responsive to the
circumstances needs of learners in special educational responsive to the special special educational
difficult needs of learners in educational needs of needs of learners in
 Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
learners in difficult difficult
circumstances, difficult circumstances,
circumstances, circumstances,
including: geographic including: geographic
including: geographic including: geographic
isolation; chronic isolation; chronic
isolation; chronic isolation; chronic
illness; displacement illness; displacement
illness; displacement illness; displacement
due to armed conflict, due to armed conflict,
due to armed conflict, due to armed conflict,
urban resettlement or urban resettlement or
urban resettlement or urban resettlement or
disasters; child abuse disasters; child abuse
disasters; child abuse disasters; child abuse
and child labor and child labor
and child labor and child labor
practices. practices.
practices. practices.
3.5.4 Show
3.5.1 Demonstrate 3.5.2 Adapt and use comprehensive skills
3.5.3 Develop and apply
Strand 3.5 knowledge of culturally appropriate in delivering culturally
teaching strategies to
Learners from teaching strategies teaching strategies to appropriate teaching
address effectively the
indigenous that are inclusive of address the needs of strategies to address
needs of learners from
groups learners from learners from effectively the needs
indigenous groups.
indigenous groups. indigenous groups. 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.

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
Teachers Teachers
Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
Strand 4.1 4.1.1 Prepare 4.1.2 Plan, manage 4.1.3 Develop and apply 4.1.4 Model exemplary
developmentally and implement effective strategies in practice and lead
Planning and sequenced teaching developmentally the planning and colleagues in enhancing
management of and learning process sequenced teaching management of current practices in the
teaching and to meet curriculum and learning process developmentally planning and
learning process requirements. to meet curriculum sequenced teaching and management of
requirements and learning process to meet developmentally
 Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
curriculum
varied teaching sequenced teaching and
requirements and varied
contexts. learning process.
teaching contexts.
4.2.3 Model to 4.2.4 Exhibit high-level
colleagues the setting of skills and lead in setting
Strand 4.2 4.2.2 Set achievable achievable and achievable and
4.2.1 Identify
Learning and appropriate challenging learning challenging learning
learning outcomes
outcomes learning outcomes outcomes that are outcomes that are
that are aligned with
aligned with that are aligned with aligned with learning aligned with learning
learning
learning learning competencies to competencies towards
competencies.
competencies competencies. cultivate a culture of the cultivation of a
excellence for all culture of excellence for
learners. all.
4.3.3 Work 4.3.4 Provide advice in
4.3.1 Demonstrate 4.3.2 Adapt and collaboratively with the design and
Strand 4.3
knowledge in the implement learning colleagues to evaluate implementation of
Relevance and
implementation of programs that ensure the design of learning relevant and responsive
responsiveness
relevant and relevance and programs that develop learning programs that
of learning
responsive learning responsiveness to the the knowledge and develop the knowledge
programs
programs. needs of all learners. skills of learners at and skills of learners at
different ability levels. different ability levels.
Strand 4.4 4.4.2 Participate in
4.4.3 Review with 4.4.4 Lead colleagues in
4.4.1 Seek advice collegial discussions
colleagues, teacher and professional discussions
Professional concerning strategies that use teacher and
learner feedback to to plan and implement
collaboration to that can enrich learner feedback to
plan, facilitate, and strategies that enrich
enrich teaching teaching practice. enrich teaching
enrich teaching practice. teaching practice.
practice practice.
4.5.3 Advise and guide 4.5.4 Model exemplary
4.5.1 Show skills in
4.5.2 Select, develop, colleagues in the skills and lead
Strand 4.5 the selection,
organize and use selection, organization, colleagues in the
development and use
appropriate teaching development and use of development and
Teaching and of a variety of
and learning appropriate teaching evaluation of teaching
learning teaching and learning
resources, including and learning resources, and learning resources,
resources resources, including
ICT, to address including ICT, to including ICT, for use
including ICT ICT, to address
learning goals. address specific within and beyond the
learning goals.
learning goals. 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.

Beginning Highly Proficient

Strands Proficient Teachers Distinguished Teacher
Teachers Teachers
Beginning Highly Proficient
Strands Proficient Teachers Distinguished Teachers
Teachers Teachers
5.1.3 Work
5.1.1 Demonstrate 5.1.4 Lead initiatives in
collaboratively with
knowledge of the the evaluation of
5.1.2 Design, select, colleagues to review the
Strand 5.1 design, selection, assessment policies and
organize and use design, selection,
organization and use guidelines that relate to
diagnostic, formative organization and use of
Design, selection, of diagnostic, the design, selection,
and summative a range of effective
organization and formative and organization and use of
assessment strategies diagnostic, formative
utilization of summative effective diagnostic,
consistent with and summative
assessment assessment formative and summativ
curriculum assessment strategies
strategies strategies consistent assessment strategies
requirements. consistent with
with curriculum consistent with
curriculum
requirements. curriculum requirements
requirements.
5.2.1 Demonstrate
5.2.3 Interpret
Strand 5.2 knowledge of 5.2.2 Monitor and
collaboratively 5.2.4 Provide advice on,
monitoring and evaluate learner
monitoring and and mentor colleagues in
Monitoring and evaluation of learner progress and
evaluation strategies of the effective analysis and
evaluation of progress and achievement using
attainment data to use of learner attainment
learner progress achievement using learner attainment
support learner progress data.
and achievement learner attainment data.
and achievement.
data.
5.3.4 Exhibit exemplary
5.3.1 Demonstrate 5.3.3 Use effective skills and lead initiatives
5.3.2 Use strategies
knowledge of strategies for providing to support colleagues in
Strand 5.3 for providing timely,
providing timely, timely, accurate and applying strategies that
accurate and
accurate and constructive feedback to effectively provide
Feedback to constructive feedback
constructive encourage learners to timely, accurate and
improve learning to improve learner
feedback to improve reflect on and improve constructive feedback to
performance.
learner performance. their own learning. learners to improve
learning achievement.
5.4.4 Share with
5.4.2 Communicate
Strand 5.4 5.4.1 Demonstrate 5.4.3 Apply skills in the colleagues a wide range
promptly and clearly
familiarity with a effective of strategies that ensure
the learners' needs,
Communication range of strategies communication of effective communication
progress and
of learner needs, for communicating learner needs, progress of learner needs,
achievement to key
progress and learner needs, and achievement to key progress and
stakeholders,
achievement to progress and stakeholders, including achievement to key
including
key stakeholders achievement. parents/guardians. stakeholders, including
parents/guardians.
parents/guardians.
 Beginning Highly Proficient
Strands Proficient Teachers Distinguished Teacher
Teachers Teachers
Beginning Highly Proficient
Strands Proficient Teachers Distinguished Teachers
Teachers Teachers
5.5.1 Demonstrate 5.5.3 Work
Strand 5.5 5.5.2 Utilize 5.5.4 Lead colleagues to
an understanding of collaboratively with
assessment data to explore, design and
the role of colleagues to analyze
Use of assessment inform the implement effective
assessment data as and utilize assessment
data to enhance modification of practices and programs
feedback in teaching data to modify practices
teaching and teaching and learning using information
and learning and programs to further
learning practices practices and derived from assessment
practices and support learner progress
and programs programs. data.
programs. and 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.

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
Teachers Teachers
Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
Strand 6.1
6.1.4 Model exemplary
6.1.1 Demonstrate an
Establishment 6.1.3 Reflect on and practice and empower
understanding of 6.1.2 Maintain learning
of learning evaluate learning colleagues to establish
knowledge of learning environments that are
environments environments that are and maintain effective
environments that are responsive to
that are responsive to learning environments
responsive to community contexts.
responsive to community contexts. that are responsive to
community contexts.
community community contexts.
contexts
Strand 6.2 6.2.1 Seek advice 6.2.2 Build 6.2.3 Guide colleagues 6.2.4 Lead in
concerning strategies relationships with to strengthen consolidating networks
Engagement of that build relationships parents/guardians and relationships with that strengthen
parents and the with parents/guardians the wider school parents/guardians and relationships with
wider school and the wider community to facilitate the wider school parents/guardians and
community in community. involvement in the community to the wider school
the educative educative process. maximize their community to
process involvement in the maximize their
educative process. involvement in the
 Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
educative process.
Strand 6.3 6.3.1 Demonstrate 6.3.3 Discuss with
6.3.2 Review regularly 6.3.4 Lead colleagues
Professional awareness of existing colleagues teaching and
personal teaching in the regular review of
ethics laws and regulations learning practices that
practice using existing existing codes, laws
that apply to the apply existing codes,
laws and regulations and regulations that
teaching profession, laws and regulations
that apply to the apply to the teaching
and become familiar that apply to the
teaching profession profession, and the
with the teaching profession,
and the responsibilities responsibilities as
responsibilities and the responsibilities
specified in the Code specified in the Code
specified in the Code specified in the Code of
of Ethics for of Ethics for
of Ethics for Ethics for Professional
Professional Teachers. Professional Teachers.
Professional Teachers. Teachers.
6.4.3 Exhibit
6.4.1 Demonstrate
6.4.2 Comply with and commitment to and
knowledge and 6.4.4 Evaluate existing
implement school support teachers in the
understanding of school policies and
Strand 6.4 policies and implementation of
school policies and procedures to make
procedures consistently school policies and
procedures to foster them more responsive
School policies to foster harmonious procedures to foster
harmonious to the needs of the
and procedures relationships with harmonious
relationship with the learners, parents and
learners, parents, and relationships with
wider school other stakeholders.
other stakeholders. learners, parents and
community.
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.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished 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 learner-
personal philosophy of personal philosophy learner-centered centered teaching
Philosophy of teaching that is of teaching that is teaching philosophy in philosophy through
teaching learner-centered. learner-centered. various aspects of teaching practices that
practice and support stimulate colleagues to
colleagues in enhancing engage in further
 Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
their own learner-
centered teaching professional learning.
philosophy.
7.2.3 Identify and
7.2.2 Adopt practices 7.2.4 Act as a role model
7.2.1 Demonstrate utilize personal
that uphold the and advocate for
Strand 7.2 behaviors that uphold professional strengths
dignity of teaching as upholding the dignity of
the dignity of teaching to uphold the dignity of
a profession by teaching as a profession
Dignity of as a profession by teaching as a profession
exhibiting qualities to build a positive
teaching as a exhibiting qualities to help build a positive
such as caring teaching and learning
profession such as caring attitude, teaching and learning
attitude, respect and culture within and
respect and integrity. culture within the
integrity. beyond the school.
school.
7.3.4 Take a leadership
role in supporting
7.3.3 Contribute
Strand 7.3 7.3.2 Participate in colleagues' engagement
7.3.1 Seek actively to professional
professional with professional
opportunities to networks within and
Professional networks to share networks within and
establish professional between schools to
links with knowledge and to across schools to advance
links with colleagues. improve knowledge and
colleagues enhance practice. knowledge and practice
to enhance practice.
in identified areas of
need.
Strand 7.4
7.4.3 Initiate 7.4.4. Demonstrate
7.4.2 Develop a
7.4.1 Demonstrate an professional reflections leadership within and
Professional personal professional
understanding of how and promote learning across school contexts in
reflection and improvement plan
professional reflection opportunities with critically evaluating
learning to based on reflection of
and colleagues to improve practice and setting
improve one's
practice. clearly
practice
7.5.3 Reflect on the
7.5.1 Demonstrate 7.5.4 Lead reforms in
7.5.2 Set professional Philippine Professional
motivation to realize enhancing professional
Strand 7.5 development goals Standards for Teachers
professional development programs
based on the to plan personal
development goals based on an in-depth
Professional Philippine professional
based on the knowledge and
development Professional development goals and
Philippine understanding of the
goals Standards for assist colleagues in
Professional Standards Philippine Professional
Teachers. planning and achieving
for Teachers. Standards for Teachers.
their own goals.

GLOSSARY OF TERMS
 Learner data obtained from diagnostic, formative and/or
Assessment Data
summative assessment practices
The physical set-up of the learning environment which generally
Classroom Structure includes the arrangement of chairs, tables, and other equipment
in the classroom designed to maximize learning
Competencies that teachers are expected to master for them to
Content Knowledge
teach efficiently and effectively
Culturally-appropriate teaching Teaching strategies that respect cultural differences between and
strategies among students and teachers
Different learning/subject areas taught and learned in the basic
Curriculum Areas
education curriculum
Involve exploring ideas, generating possibilities and looking for
Creative thinking skills
many right answers rather than just one.
Refer to the many kinds of intellectual skills that (in its most
basic expression) occurs when students are analyzing,
Critical thinking skills evaluating, interpreting, or synthesizing information and
applying creative thought to form an argument, solve a problem,
or reach a conclusion.
Developmentally Appropriate Teaching and learning activities and tasks suited to the needs,
Learning Experience abilities, skills, and developmental level of learners
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
Diagnostic assessment 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.
Teaching-learning processes involving a wide variety of texts,
Differentiated Teaching tasks, processes and products suited to the various learning
needs of diverse students
Broad conceptual sphere of teaching and learning practices
Domain defined by specific strands in the set of professional standards
for teachers
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
Formative assessment
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
 Learner data obtained from diagnostic, formative and/or
Assessment Data
summative assessment practices
individuals to reflect, solve problems and create
products/solutions
Concrete, observable and measurable teacher
Indicators behaviors/practices covered in every strand in the set of
professional standards for teachers
People who have, under claims of ownership since time
immemorial, occupied, possessed and utilized ancestral
Indigenous groups
territories, shared common bonds of language, customs,
traditions, and other unique cultural traits (RA 8371: IPRA)
Evidence of learning, progress or achievement in learner
Learner Attainment Data performance reflected in various assessment results, portfolios,
class records and report cards
Pertain to student's personal preferences, likes or dislikes, which
must be considered in the teachinglearning process. The first
Learner interests
step to differentiate for interests is to find out what learners care
about and like to do.
Refer to an observable gap between the learner's present
Learner needs knowledge or competence and the curriculum standards
identified as necessary for the grade level.
Refer to the learner's present knowledge or competence that
Learner strengths
helps him/her in meeting the standards identified.
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
Learning experiences
whether it includes traditional educational interactions (students
learning from teachers and professors) or nontraditional
interactions (students learning through games and interactive
software applications).
Instructional and assessment strategies that target meaningful
Learning Focused
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
Products and performance targets through which students
Learning Outcomes demonstrate the knowledge, skills and attitudes they have
learned
Organized and sequenced set of strategies, activities and tasks
Learning Programs
that effect learning
Teaching/learning situations and all the circumstances in which
Learning/Teaching Contexts
learners learn from instruction
 Learner data obtained from diagnostic, formative and/or
Assessment Data
summative assessment practices
Educational curriculum content that is informed by and
responsive to the "cultural and socioeconomic realities"
Local curriculum
(UNESCO, 2012; 31) of local populations in order to engage
students in the learning process
The native language or the first language the learner learns as a
Mother tongue
child
Subjects or topics taught in schools as prescribed by the
National curriculum
Department of Education
Non-verbal communication Communication that does not involve the use of words, e.g.,
strategies facial expressions, gestures, and tone of voice
A form of discipline that avoids the use of punishment such as
Non-violent discipline
spanking, verbal abuse and humiliation (see Positive discipline)
Reading, writing, and mathematical skills needed to cope with
Numeracy and literacy skills
everyday life
Teachers' views, understandings and conceptualization of
Philosophy of teaching
teaching and learning
Physical space/physical Any area conducive to learning which usually includes a safe
learning environment classroom with appropriate devices for teaching and learning
Non-violent, respectful and diplomatic means of disciplining a
Positive discipline learner or managing learner behavior through dialogue and
counseling instead of punishment (see Non-violent discipline)
Responsible, ethical or appropriate use of ICT to achieve and
Positive use of ICT
reinforce learning
Teachers working together with colleagues and other
Professional collaboration
stakeholders to enrich the teaching-learning practice
Something most teachers and educators do every day, as they
Professional learning reflect on their professional practice, work together and share
ideas, and strive to improve learner outcomes.
Refers to the connected community of educators, which may
also be an online community like LinkedIn among others. This
Professional network 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.
Refers to the teacher's capacity to reflect in action (while
Professional reflection teaching) and on action (after teaching), which is an important
feature of professional development program for teachers.
Public document that defines teacher quality through well-
Professional standards for defined domains, strands, and indicators that provide measures
teachers of professional learning, competent practice, and effective
engagement
Knowledge and skills acquisition designed with a clear purpose,
Purposive learning
goal or objective in mind
Research-based knowledge Information, knowledge or data acquired through systematic
 Learner data obtained from diagnostic, formative and/or
Assessment Data
summative assessment practices
investigation and logical study
School/learning/community
See learning context
context
More specific dimensions of teacher practice under every
Strand
domain in the set of professional standards for teachers
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,
Summative assessment
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 aids and other materials that teachers use not only to
Teaching and learning
enhance teaching and learning but also to assist learners to meet
resources
the expectations for learning as defined by the curriculum.
Verbal communication
Oral or spoken means of transmitting information and meaning
strategies
The online environment like the social media where people can
Virtual space
interact
Wider school community Refers to both internal and external stakeholders