NATIONAL ADOPTION AND IMPLEMENTATION OF

THE PHILIPPINE PROFESSIONAL STANDARDS FOR

TEACHERS
To:

Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned

1. In line with the new professional standards for teachers, the Department of Education (DepEd),
through the Teacher Education Council (TEC), issues this DepEd Order entitled National Adoption
and Implementation of the Philippine Professional Standards for Teachers (PPST).

2. The DepEd recognizes the importance of professional standards in the continuing professional
development and advancement of teachers based on the principle of lifelong learning. It is
committed to supporting teachers, and taking cognizance of unequivocal evidence that good
teachers are vital to raising student achievement. Quality learning is contingent upon quality
teaching. Hence, enhancing teacher quality becomes of utmost importance for long term and
sustainable nation building.

3. The changes brought about by various national and global frameworks such as the K to 12
Reform, ASEAN Integration, globalization, and the changing character of the 21st century learners
necessitate the improvements and call for the rethinking of the National Competency-Based Teacher
Standards (NCBTS); hence, the development of the PPST.

4. The PPST aims to:

a. set out clear expectations of teachers along well-defined career stages of professional
development from beginning to distinguished practice;

b. engage teachers to actively embrace a continuing effort in attaining proficiency; and

c. apply a uniform measure to assess teacher performance, identify needs, and provide support for
professional development.

5. The PPST shall be used as a basis for all learning and development programs for teachers to
ensure that teachers are properly equipped to effectively implement the K to 12 Program. It can also
be used for the selection and promotion of teachers. All performance appraisals for teachers shall
be based on this set of standards.
6. The regional offices shall be supported by their training and development personnel to organize
and orient all the schools divisions within their jurisdiction for the PPST. In addition, it shall take
charge of the monitoring and evaluation at the division level implementation. The schools division
office shall have the same functions and responsibilities in the school districts and secondary
schools.

7. Reporting of the orientation and related activities shall be done by the regional office to the Office
of the Secretary through the Teacher Education Council.

8. Immediate dissemination of and strict compliance with this Order is directed.

LEONOR MAGTOLIS BRIONES

Secretary

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.

Beginning Proficient Highly Proficient Distinguished

Strands
Teachers Teachers Teachers Teachers

Strand 1.1 1.1.1 Demonstrate 1.1.2 Apply 1.1.3 Model 1.1.4 Model
Content content knowledge knowledge of effective exemplary practice
knowledge and and its application content within applications of to improve the
its application within and/or and across content knowledge applications of
within and across curriculum curriculum within and across content knowledge
across teaching areas. teaching areas. curriculum within and across
curriculum areas teaching areas. curriculum teaching
areas.

Strand 1.2 1.2.1 Demonstrate 1.2.2 Use 1.2.3 Collaborate 1.2.4 Lead
Research-based an understanding research-based with colleagues in colleagues in the
knowledge and of research-based knowledge and the conduct and advancement of the
principles of knowledge and principles of application of art and science of
teaching and principles of teaching and research to enrich teaching based on
learning teaching and learning to knowledge of their comprehensive
learning. enhance content and knowledge of
professional pedagogy. research and
practice. pedagogy.

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

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

Strand 1.5 1.5.1 Apply 1.5.2 Apply a 1.5.3 Develop and 1.5.4 Lead
Strategies for teaching strategies range of teaching apply effective colleagues in
 Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers

developing that develop strategies to teaching strategies reviewing,

critical and critical and develop critical to promote critical modifying and
creative creative thinking, and creative and creative expanding their
thinking, as well and/or other thinking, as well thinking, as well as range of teaching
as other higher- higher-order as other higher- other higher-order strategies that
order thinking thinking skills. order thinking thinking skills. promote critical and
skills skills. creative thinking, as
well as other higher-
order thinking
skills.

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

Strand 1.7 1.7.1 Demonstrate 1.7.2 Use 1.7.3 Display a 1.7.4 Exhibit
Classroom an understanding effective verbal wide range of exemplary practice
communication of the range of and non-verbal effective verbal in the use of
strategies verbal and non- classroom and non-verbal effective verbal and
verbal classroom communication classroom non-verbal
communication strategies to communication classroom
strategies that support learner strategies to communication
support learner understanding, support learner strategies to support
understanding, participation, understanding, learner
participation, engagement and participation, understanding,
engagement and achievement. engagement and participation,
achievement. achievement. 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.

Beginning Proficient Highly Proficient Distinguished

Strands
Teachers Teachers Teachers Teachers

Strand 2.1 2.1.1 Demonstrate 2.1.2 Establish 2.1.3 Exhibit 2.1.4 Apply
Learner knowledge of safe and secure effective strategies comprehensive
safety and policies, learning that ensure safe and knowledge of and act
security guidelines and environments to secure learning as a resource person
procedures that enhance learning environments to for, policies,
provide safe and through the enhance learning guidelines and
secure learning consistent through the procedures that relate
environments. implementation of consistent to the implementation
policies, guidelines implementation of of safe and secure
and procedures. policies, guidelines learning environments
and procedures. for learners.

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

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

Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain 2.4.3 Work with 2.4.4 Facilitate
Support for understanding of supportive colleagues to share processes to review
learner supportive learning successful strategies the effectiveness of the
participation learning environments that that sustain school's learning
environments that nurture and inspire supportive learning environment to nurture
 Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers

nurture and learners to environments that and inspire learner

inspire learner participate, nurture and inspire participation.
participation. cooperate and learners to
collaborate in participate,
continued learning. cooperate and
collaborate in
continued learning.

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

Strand 2.6 2.6.1 Demonstrate 2.6.2 Manage 2.6.3 Exhibit 2.6.4 Provide
Management knowledge of learner behavior effective and leadership in applying
of learner positive and non- constructively by constructive a wide range of
behavior violent discipline applying positive behavior strategies in the
in the and non-violent management skills implementation of
management of discipline to by applying positive positive and non-
learner behavior. ensure learning- and non-violent violent discipline
focused discipline to ensure policies/procedures to
environments. learning-focused ensure learning-
environments. 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.

Beginning Highly Proficient Distinguished

Strands Proficient Teachers
Teachers Teachers Teachers

Strand 3.1 3.1.1 Demonstrate 3.1.2 Use 3.1.3 Work with 3.1.4 Lead
knowledge and differentiated, colleagues to share colleagues to
 Beginning Highly Proficient Distinguished
Strands Proficient Teachers
Teachers Teachers Teachers

Learners' understanding of developmentally differentiated, evaluate

gender, needs, differentiated appropriate learning developmentally differentiated
strengths, teaching to suit experiences to appropriate strategies to enrich
interests and the learners' address learners' opportunities to teaching practices
experiences gender, needs, gender, needs, address learners' that address
strengths, interests strengths, interests differences in learners'
and experiences. and experiences. gender, needs, differences in
strengths, interests gender, needs,
and experiences. strengths, interests
and experiences.

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

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

Strand 3.4 3.4.1 Demonstrate 3.4.2 Plan and 3.4.3 Evaluate with 3.4.4 Model a
Learners in understanding of deliver teaching colleagues teaching range of high level
difficult the special strategies that are strategies that are skills responsive to
circumstances educational needs responsive to the responsive to the the special
of learners in special educational special educational educational needs
difficult needs of learners in needs of learners in of learners in
circumstances, difficult difficult difficult
including: circumstances, circumstances, circumstances,
geographic including: including: including:
isolation; chronic geographic isolation; geographic isolation; geographic
illness; chronic illness; chronic illness; isolation; chronic
displacement due displacement due to displacement due to illness;
to armed conflict, armed conflict, armed conflict, displacement due
 Beginning Highly Proficient Distinguished
Strands Proficient Teachers
Teachers Teachers Teachers

urban resettlement urban resettlement urban resettlement or to armed conflict,

or disasters; child or disasters; child disasters; child abuse urban resettlement
abuse and child abuse and child and child labor or disasters; child
labor practices. labor practices. practices. abuse and child
labor practices.

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

Beginning Proficient Highly Proficient Distinguished

Strands
Teachers Teachers Teachers Teachers

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

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

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

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

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

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 Proficient Highly Proficient Distinguished

Strands
Teachers Teachers Teachers Teachers

Strand 5.1 5.1.1 5.1.2 Design, 5.1.3 Work 5.1.4 Lead initiatives
Demonstrate select, organize and collaboratively with in the evaluation of
Design, knowledge of the use diagnostic, colleagues to review assessment policies
selection, design, selection, formative and the design, selection, and guidelines that
organization and organization and summative organization and use relate to the design,
utilization of use of diagnostic, assessment of a range of selection,
assessment formative and strategies effective diagnostic, organization and use
strategies summative consistent with formative and of effective
assessment curriculum summative diagnostic, formative
strategies requirements. assessment strategies and summative
consistent with consistent with assessment strategies
curriculum curriculum consistent with
requirements. requirements. curriculum
requirements.

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

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

Strand 5.4 5.4.1 5.4.2 Communicate 5.4.3 Apply skills in 5.4.4 Share with
Demonstrate promptly and the effective colleagues a wide
Communication familiarity with a clearly the learners' communication of range of strategies
 Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers

of learner needs, range of needs, progress and learner needs, that ensure effective
progress and strategies for achievement to key progress and communication of
achievement to communicating stakeholders, achievement to key learner needs,
key stakeholders learner needs, including stakeholders, progress and
progress and parents/guardians. including achievement to key
achievement. parents/guardians. stakeholders,
including
parents/guardians.

Strand 5.5 5.5.1 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead

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

Domain 6. Community Linkages and Professional Engagement

Domain 6 affirms the role of teachers in establishing school-community partnerships aimed at
enriching the learning environment, as well as the community’s engagement in the educative
process. This Domain expects teachers to identify and respond to opportunities that link teaching
and learning in the classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders. It concerns the importance of teachers’ understanding and
fulfilling their obligations in upholding professional ethics, accountability and transparency to
promote professional and harmonious relationships with learners, parents, schools and the wider
community.

Beginning Proficient Highly Proficient Distinguished

Strands
Teachers Teachers Teachers Teachers

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

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

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

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

Domain 7. Personal Growth and Professional Development

Domain 7 focuses on teachers’ personal growth and professional development. It accentuates
teachers’ proper and high personal regard for the profession by maintaining qualities that uphold
the dignity of teaching such as caring attitude, respect and integrity. This Domain values personal
and professional reflection and learning to improve practice. It recognizes the importance of
teachers’ assuming responsibility for personal growth and professional development for lifelong
learning.
 Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers

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

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

Strand 7.3 7.3.1 Seek 7.3.2 Participate 7.3.3 Contribute 7.3.4 Take a
opportunities to in professional actively to leadership role in
Professional establish networks to share professional supporting
links with professional links knowledge and to networks within and colleagues'
colleagues with colleagues. enhance practice. between schools to engagement with
improve knowledge professional
and to enhance networks within and
practice. across schools to
advance knowledge
and practice in
identified areas of
need.

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

Strand 7.5 7.5.1 Demonstrate 7.5.2 Set 7.5.3 Reflect on the 7.5.4 Lead reforms in
motivation to professional Philippine enhancing
Professional realize professional development goals Professional professional
development development goals based on the Standards for development
goals based on the Philippine Teachers to plan programs based on
 Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers

Philippine Professional personal an in-depth

Professional Standards for professional knowledge and
Standards for Teachers. development goals understanding of the
Teachers. and assist Philippine
colleagues in Professional
planning and Standards for
achieving their own Teachers.
goals.

GLOSSARY OF TERMS
Learner data obtained from diagnostic, formative and/or
Assessment Data
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 Teaching strategies that respect cultural differences between

strategies 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
 Learner data obtained from diagnostic, formative and/or
Assessment Data
summative assessment practices

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

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
 Learner data obtained from diagnostic, formative and/or
Assessment Data
summative assessment practices

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 teachinglearning 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
 Learner data obtained from diagnostic, formative and/or
Assessment Data
summative assessment practices

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
 Learner data obtained from diagnostic, formative and/or
Assessment Data
summative assessment practices

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

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

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 Any area conducive to learning which usually includes a safe
learning environment 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
 Learner data obtained from diagnostic, formative and/or
Assessment Data
summative assessment practices

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 Public document that defines teacher quality through well-
teachers 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 See learning context

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
 Learner data obtained from diagnostic, formative and/or
Assessment Data
summative assessment practices

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

Verbal communication Oral or spoken means of transmitting information and

strategies meaning

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

Wider school community Refers to both internal and external stakeholders