Republic of the Philippines

President Ramon Magsaysay State University

(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
Tel/Fax No.: (047) 811-1683
College of Teacher Education
College/Department COLLEGE OF TEACHER EDUCATION
Course Code FTC3
Course Title THE TEACHING PROFESSION
Place of the Course in the METHODS AND STRATEGIES
Program
Semester & Academic Year First Semester, AY 2020-2021

MODULE 6 WEEK 7:
ACHIEVING 21ST CENTURY
SKILLS FOR FILIPINO
TEACHERS
Objectives:
1. Present and identify the different domains and strands of the NCBTS and
PPST.
2. Explain the competencies required for a teacher as embodied in the NCBTS
and relate to the real-life situation.
3. Compare and analyze the similarities and/or differences of the different
domains and strands of NCBTS and PPST.
4. Formulate one’s own opinion of the competency’s teachers must possess.

Topics:
1. The National Competency-Based Teacher Standard (NCBTS).
2. The Philippine Professional Standards for Teachers (PPST).
a. The teacher as a model of good character

“Well never be able to compare in the 21st century

unless we have an education system that doesn’t
quit on children, an education that raised standards,
an education that makes sure there’s excellence in
every classroom.”
-George Bush
 Lesson 1: WHAT IS NCBTS?

National Competency-Based Teacher Standard is a professional development guide for Filipino

teachers. It is an integrated theoretical framework that defines different dimensions of effective
teaching. It provides a single framework that defines effective teaching in all aspects of a teacher’s
professional life and in all phases of teacher development.
WHO SHOULD USE THE NCBTS?
 Anyone interested to improve his teaching practices

 Teacher-Education Institutions

 PRC for Licensure Examinations for Teachers

 Organizations/Agencies the provide Inset

 DepEd for hiring promotion and supervision

 Award-winning bodies to define criteria for outstanding teachers

How should teachers use the NCBTS?

 As guide for current teaching practices

 As framework for creating new practices

 As guidepost for planning and professional development goals

 As a common language for discussing teaching practices with other teachers

What does competency-based meaning?

Competency-based means that the standards or criteria for characterizing good teaching are defined in
terms of what the teacher is competent to do. Instead of defining good teaching in terms of teacher’s
credentials. LET scores, grades in graduate school, degrees, and personality traits and so on, the
teachers are looked up at what they can do competently.

How was the NCBTS decided?

A technical working group was set for consultation composed of:
 Classroom teachers, master teachers

 School heads, principals, supervisors, superintendents, regional directors

 Teacher-education institutions NGOs

 And other government agencies like DepEd, CHED, PRC, CSC and NEDA

How does NCBTS define good teaching?

The competency-based standards are organized hierarchically. The basic level categories of the
standards are seven domains.
The seven domains are:
 Social regard for learning

 Learning environment

 Diversity of Learners
  Curriculum

 Planning, assessing and reporting

 Community Linkages

 Personal growth and Development

Statement of Principle
 Teachers in all Philippine Schools are committed and accountable for providing classroom
instruction with results that are manifested in high performance levels in terms of student
learning outcomes. Teachers are dedicated to the well-being of the students and communities
they serve, considering their cultural diversity group aspirations and what is valued in
education.

Takes pride in the nobility of teaching as a profession

 Maintains stature and behavior that upholds the dignity of teaching

 Allocates time to personal and professional development through seminars, workshops,

research

 Manifests personal qualities such as enthusiasm, flexibility and caring

 Articulates and demonstrates one’s personal philosophy of teaching

Builds professional links with colleagues to enrich teaching practices

 Keeps abreast with recent developments in education

 Links with other institutions, organizations for sharing best practices

Reflects on the extent of the attainment of professional development goals

 Reflects on the quality of his/her own teaching

 Improves teaching performance based on feedback from students, peers and superiors

Lesson 2: WHAT IS THE PHILIPPINE

PROFESSIONAL STANDARDS FOR TEACHERS

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).
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.
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.

AIMS OF PPST
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.

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.

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  They apply developmentally

mastery of content knowledge and its appropriate and meaningful pedagogy
interconnectedness within and across grounded on content knowledge and
curriculum areas, coupled with a sound current research.
and critical understanding of the
application of theories and principles of  They display proficiency in
teaching and learning. 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  They create an environment that

that are safe, secure, fair and supportive is learning-focused and they efficiently
in order to promote learner responsibility manage learner behavior in a physical
and achievement 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  They respect learners’ diverse

that are responsive to learner diversity. 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  They translate curriculum

local curriculum requirements 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  They use assessment data in a
tools and strategies in variety of ways to inform and
monitoring, evaluating, enhance the teaching and
documenting and reporting learning process and programs.
learners’ needs, progress and  They provide learners with the
achievement. necessary feedback about
learning outcomes that informs
the reporting cycle and enables
teachers to select, organize and
use sound assessment processes.
 establish school-community  They identify and respond to
partnerships aimed at enriching opportunities that link teaching
the learning environment, as and learning in the classroom to
well as the community’s the experiences, interests and
engagement in the educative aspirations of the wider school
process. 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  They value personal and
professional development and exhibit professional reflection and learning to
high personal regard for the profession improve their practice.
by maintaining qualities that uphold the
dignity of teaching such as caring  They assume responsibility for
attitude, respect and integrity. 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.

Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

Strand 1.1 1.1.1 1.1.2 Apply 1.1.3 Model 1.1.4 Model

Content knowledge Demonstrate knowledge of effective exemplary
and its application content content within applications of practice to
within and across knowledge and and across content improve the
curriculum areas its application curriculum knowledge applications of
within and/or teaching areas. within and content
across across knowledge
curriculum curriculum within and
teaching areas. teaching areas. across
curriculum
teaching areas.

Strand 1.2 1.2.1 1.2.2 Use 1.2.3 1.2.4 Lead

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

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

Strand 1.4 1.4.1 1.4.2 Use a range 1.4.3 Evaluate 1.4.4 Model a
Strategies for Demonstrate of teaching with colleagues comprehensive
promoting literacy knowledge of strategies that the selection of
and numeracy teaching enhance learner effectiveness of effective
strategies that achievement in teaching teaching
promote literacy literacy and strategies that strategies that
and numeracy numeracy skills. promote learner promote learner
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 1.5.4 Lead
Strategies for teaching range of teaching and apply colleagues in
developing critical strategies that strategies to effective reviewing,
and creative develop critical develop critical teaching modifying and
thinking, as well as and creative and creative strategies to expanding their
other higher-order thinking, and/or thinking, as well promote critical range of
thinking skills other higher- as other higher- and creative teaching
order thinking order thinking thinking, as strategies that
skills. skills. well as other promote critical
higher-order and creative
thinking skills. thinking, as
well as other
higher-order
thinking skills.

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

Strand 1.7 1.7.1 1.7.2 Use 1.7.3 Display a 1.7.4 Exhibit

Classroom Demonstrate an effective verbal wide range of exemplary
communication understanding and non-verbal effective verbal practice in the
strategies of the range of classroom and non-verbal use of effective
verbal and non- communication classroom verbal and non-
verbal strategies to communication verbal
classroom support learner strategies to classroom
communication understanding, support learner communication
strategies that participation, understanding, strategies to
support learner engagement and participation, support learner
understanding, achievement. engagement and understanding,
 participation, achievement. participation,
engagement and engagement and
achievement. 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.

Proficient Highly Proficient Distinguished

Strands Beginning Teachers
Teachers Teachers Teachers

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

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

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

2.4.3 Work with

colleagues to share
2.4.1
2.4.2 Maintain successful strategies
Demonstrate 2.4.4 Facilitate
supportive learning that sustain
understanding of processes to review the
Strand 2.4 environments that supportive learning
supportive effectiveness of the
Support for nurture and inspire environments that
learning school's learning
learner learners to nurture and inspire
environments environment to nurture
participation participate, cooperate learners to
that nurture and and inspire learner
and collaborate in participate,
inspire learner participation.
continued learning. cooperate and
participation.
collaborate in
continued learning.

2.5.1 2.5.3 Model

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

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

Strands Beginning Teachers Proficient Teachers
Teachers Teachers

3.1.4 Lead colle

3.1.3 Work with
3.1.1 Demonstrate to evaluate
3.1.2 Use differentiated, colleagues to share
Strand 3.1 knowledge and differentiated
developmentally differentiated,
understanding of strategies to enr
appropriate learning developmentally
Learners' gender, differentiated teaching teaching practic
experiences to address appropriate opportunities
needs, strengths, to suit the learners' address learners
learners' gender, needs, to address learners'
interests and gender, needs, differences in ge
strengths, interests and differences in gender,
experiences strengths, interests and needs, strengths
experiences. needs, strengths, interests
experiences. interests and
and experiences.
experiences.

3.2.4 Model exe

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

3.3.4 Lead colle

3.3.3 Assist colleagues to
Strand 3.3 3.3.2 Design, adapt and in designing, ad
design, adapt and
3.3.1 Use strategies implement teaching and implementin
implement teaching
Learners with responsive to learners strategies that are teaching strategi
strategies that are
disabilities, with disabilities, responsive to learners are responsive to
responsive to learners
giftedness and giftedness and talents. with disabilities, learners with
with disabilities,
talents giftedness and talents. disabilities, gifte
giftedness and talents.
and talents.

3.4.4 Model a ra
3.4.3 Evaluate with
3.4.1 Demonstrate 3.4.2 Plan and deliver high level skills
colleagues teaching
understanding of the teaching strategies that responsive to th
strategies that are
special educational are responsive to the special educatio
responsive to the special
needs of learners in special educational needs needs of learner
educational needs of
difficult circumstances, of learners in difficult difficult
learners in difficult
Strand 3.4 Learners including: geographic circumstances, including: circumstances,
circumstances, including:
in difficult isolation; chronic geographic isolation; including: geogr
geographic isolation;
circumstances illness; displacement chronic illness; isolation; chroni
chronic illness;
due to armed conflict, displacement due to illness; displace
displacement due to
urban resettlement or armed conflict, urban due to armed co
armed conflict, urban
disasters; child abuse resettlement or disasters; urban resettleme
resettlement or disasters;
and child labor child abuse and child disasters; child a
child abuse and child
practices. labor practices. and child labor
labor practices.
practices.

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

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 Distinguishe

Strands Beginning Teachers Proficient Teachers
Teachers Teachers

4.1.3 Develop and apply

4.1.4 Model exem
4.1.2 Plan, manage and effective strategies in
practice and lead
Strand 4.1 4.1.1 Prepare implement the planning and
colleagues in enh
developmentally developmentally management of
current practices
Planning and sequenced teaching and sequenced teaching and developmentally
planning and
management of learning process to meet learning process to meet sequenced teaching and
management of
teaching and learning curriculum curriculum learning process to meet
developmentally
process requirements. requirements and varied curriculum requirements
sequenced teachi
teaching contexts. and varied teaching
learning process.
contexts.

4.2.3 Model to 4.2.4 Exhibit hig

colleagues the setting of skills and lead in
achievable and setting achievabl
4.2.2 Set achievable and
Strand 4.2 4.2.1 Identify learning challenging learning challenging learn
appropriate learning
Learning outcomes outcomes that are outcomes that are outcomes that are
outcomes that are
aligned with learning aligned with learning aligned with learning aligned with lear
aligned with learning
competencies competencies. competencies to competencies tow
competencies.
cultivate a culture of the cultivation of
excellence for all culture of excelle
learners. for all.

4.3.3 Work 4.3.4 Provide adv

4.3.2 Adapt and collaboratively with the design and
4.3.1 Demonstrate
Strand 4.3 implement learning colleagues to evaluate implementation o
knowledge in the
Relevance and programs that ensure the design of learning relevant and resp
implementation of
responsiveness of relevance and programs that develop learning program
relevant and responsive
learning programs responsiveness to the the knowledge and develop the know
learning programs.
needs of all learners. skills of learners at and skills of learn
different ability levels. different ability l
Strand 4.4 4.4.2 Participate in 4.4.4 Lead collea
4.4.3 Review with
4.4.1 Seek advice collegial discussions in professional
colleagues, teacher and
Professional concerning strategies that use teacher and discussions to pla
learner feedback to
collaboration to that can enrich teaching learner feedback to implement strateg
plan, facilitate, and
enrich teaching practice. enrich teaching that enrich teachi
enrich teaching practice.
practice practice. practice.

4.5.3 Advise and guide 4.5.4 Model exem

4.5.1 Show skills in the colleagues in the skills and lead
4.5.2 Select, develop,
Strand 4.5 selection, development selection, organization, colleagues in the
organize and use
and use of a variety of development and use of development and
appropriate teaching
Teaching and learning teaching and learning appropriate teaching evaluation of tea
and learning resources,
resources including resources, including and learning resources, and learning reso
including ICT, to
ICT ICT, to address learning including ICT, to including ICT, fo
address learning goals.
goals. address specific within and beyon
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.

Proficient
Strands Beginning Teachers Highly Proficient Teachers Distinguished Tea
Teachers

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

Strand 5.2 5.2.1 5.2.2 Monitor and evaluate 5.2.3 Interpret 5.2.4 Provide advic
Demonstrate learner progress and collaboratively monitoring and mentor colleagu
Monitoring and knowledge of achievement using learner and evaluation strategies the effective analys
evaluation of learner monitoring and attainment data. of attainment data to use of learner attain
progress and evaluation of support learner progress data.
achievement learner progress and achievement.
and
achievement
using learner
attainment data.

5.3.1 5.3.4 Exhibit exemp

Demonstrate 5.3.3 Use effective skills and lead initia
knowledge of 5.3.2 Use strategies for strategies for providing to support colleague
Strand 5.3
providing providing timely, accurate timely, accurate and applying strategies
timely, accurate and constructive feedback constructive feedback to effectively provide
Feedback to improve
and constructive to improve learner encourage learners to timely, accurate and
learning
feedback to performance. reflect on and improve constructive feedba
improve learner their own learning. learners to improve
performance. learning achieveme

5.4.1
5.4.4 Share with
Strand 5.4 Demonstrate
5.4.2 Communicate 5.4.3 Apply skills in the colleagues a wide ra
familiarity with
promptly and clearly the effective communication of strategies that en
Communication of a range of
learners' needs, progress of learner needs, progress effective communic
learner needs, strategies for
and achievement to key and achievement to key of learner needs, pr
progress and communicating
stakeholders, including stakeholders, including and achievement to
achievement to key learner needs,
parents/guardians. parents/guardians. stakeholders, includ
stakeholders progress and
parents/guardians.
achievement.

5.5.1
Demonstrate an
Strand 5.5 5.5.3 Work collaboratively
understanding 5.5.4 Lead colleagu
5.5.2 Utilize assessment with colleagues to analyze
of the role of explore, design and
Use of assessment data to inform the and utilize assessment
assessment data implement effective
data to enhance modification of teaching data to modify practices
as feedback in practices and progra
teaching and learning and learning practices and and programs to further
teaching and using information d
practices and programs. support learner progress
learning from assessment da
programs and achievement.
practices and
programs.

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
Strands Beginning Teachers Proficient Teachers Distinguishe
Teachers
Strand 6.1 6.1.4 Model e
6.1.1 Demonstrate an
6.1.3 Reflect on and practice and e
understanding of 6.1.2 Maintain learning
Establishment of evaluate learning colleagues to
knowledge of learning environments that are
learning environments that are and maintain
environments that are responsive to community
environments that responsive to community learning envi
responsive to community contexts.
are responsive to contexts. that are respo
contexts.
community contexts community co

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

6.3.3 Discuss with

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

6.4.3 Exhibit commitment

6.4.1 Demonstrate 6.4.2 Comply with and 6.4.4 Evaluat
to and support teachers in
knowledge and implement school policies school policie
Strand 6.4 the implementation of
understanding of school and procedures procedures to
school policies and
policies and procedures to consistently to foster more respons
School policies and procedures to foster
foster harmonious harmonious relationships needs of the l
procedures harmonious relationships
relationship with the with learners, parents, parents and o
with learners, parents and
wider school community. and other stakeholders. stakeholders.
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.

Proficient Highly Proficient Distinguished

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

7.2.3 Identify and

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

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

Strand 7.4 7.4.3 Initiate

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

7.5.3 Reflect on the

Philippine
7.5.1 Demonstrate 7.5.4 Lead reforms in
7.5.2 Set Professional
motivation to realize enhancing professional
professional Standards for
Strand 7.5 professional development programs
development goals Teachers to plan
development goals based on an in-depth
based on the personal
Professional based on the knowledge and
Philippine professional
development Philippine understanding of the
Professional development goals
goals Professional Philippine
Standards for and assist colleagues
Standards for Professional Standards
Teachers. in planning and
Teachers. for Teachers.
achieving their own
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 strategies that respect cultural differences between

teaching 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
problem, or reach a conclusion.

Developmentally Appropriate Teaching and learning activities and tasks suited to the
Learning Experience needs, abilities, skills, and developmental level of learners

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

Differentiated Teaching Teaching-learning processes involving a wide variety of

texts, tasks, processes and products suited to the various
learning needs of diverse students

Domain Broad conceptual sphere of teaching and learning practices

defined by specific strands in the set of professional
standards for teachers

Formative assessment Refers to a wide variety of methods that teachers use to

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

Higher Order Thinking Skills Complex thinking processes which include logical and
critical analysis, evaluation and synthesis thinking that
enable individuals to reflect, solve problems and create
products/solutions

Indicators Concrete, observable and measurable teacher

behaviors/practices covered in every strand in the set of
professional standards for teachers

Indigenous groups People who have, under claims of ownership since time
immemorial, occupied, possessed and utilized ancestral
territories, shared common bonds of language, customs,
traditions, and other unique cultural traits (RA 8371: IPRA)

Learner Attainment Data Evidence of learning, progress or achievement in learner

performance reflected in various assessment results,
portfolios, class records and report cards

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

which must be considered in the 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
environments), or whether it includes traditional educational
interactions (students learning from teachers and professors)
or nontraditional interactions (students learning through
games and interactive software applications).

Learning Focused Instructional and assessment strategies that target

meaningful learning
Learning goals Reflect long-term objectives to learn new skills, master new
tasks, or understand new things. They refer to specific
knowledge, skills, attitudes and values stated as curriculum
competencies that children must develop as a result of the
teaching-learning process

Learning Outcomes Products and performance targets through which students

demonstrate the knowledge, skills and attitudes they have
learned

Learning Programs Organized and sequenced set of strategies, activities and

tasks that effect learning

Learning/Teaching Contexts Teaching/learning situations and all the circumstances in

which learners learn from instruction

Local curriculum Educational curriculum content that is informed by and

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

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

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

Department of Education

Non-verbal communication 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

learning environment safe classroom with appropriate devices for teaching and
learning

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

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

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

and reinforce learning

Professional collaboration Teachers working together with colleagues and other

stakeholders to enrich the teaching-learning practice

Professional learning Something most teachers and educators do every day, as

they reflect on their professional practice, work together and
share ideas, and strive to improve learner outcomes.

Professional network Refers to the connected community of educators, which may

also be an online community like LinkedIn among others.
This is a vibrant, ever-changing group of connections to
which teachers go to share and learn. These groups reflect
their values, passions, and areas of expertise.

Professional reflection Refers to the teacher's capacity to reflect in action (while

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

Professional standards for 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
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