MODULE 6 – TEACHER COMPETENCY AND STANDARDS

Let is begin this lesson with this beautiful quote on Teaching Competence.

“Competent teachers do not challenge students to achieve, they challenge themselves to

create such learning environment where every student is a willing achiever. That makes all
the difference.”
― Kavita Bhupta Ghosh

Module 6 is about Teacher Competency and Standards. This lesson discusses

the competency and standards that are expected of teachers. When we talk of
competency, we refer to skills, abilities, and other capabilities that all teachers are
expected to possess for them to be efficient and effective teachers. When we talk of
standards, we refer to the level of quality that all teachers ought to reach or attain to
maintain the efficiency and effectiveness of teachers.
The lesson begins with a discussion of the aims of the Philippine Professional
Standards for Teachers (PPST), and the description of the different domains of the
PPST. Included also in the discussion are the career stages that teachers are expected
to “undergo” as they go through their teaching careers.
You, as pre-service teachers, are expected to have imbibed and developed the
competencies of that of a beginning teacher.
Let us now venture into the world of competent and quality teachers by
familiarizing ourselves with the PPST.

THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

DEPED ORDER NO. 42, S. 2017 - NATIONAL ADOPTION AND

IMPLEMENTATION OF 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.
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.

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.

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, improve student learning outcomes, and eventually quality
education. It is founded on the 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 the seven (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:
1) 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.
2) 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.
3) 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.
4) 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.
5) 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.
6) 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.
7) 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.

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.

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
Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

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

Strand 1.2 1.2.1 Demonstrate 1.2.2 Use 1.2.3 1.2.4 Lead

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

Strand 1.3 1.3.1 Show skills 1.3.2 Ensure 1.3.3 Promote 1.3.4 Mentor
Positive use of in the positive use the positive effective colleagues in
ICT of ICT to facilitate use of ICT to strategies in the
the teaching and facilitate the the positive implementatio
learning process. teaching and use of ICT to n of policies to
learning facilitate the ensure the
process. teaching and positive use of
 Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

learning ICT within or

process. beyond the
school.

Strand 1.4 1.4.1 Demonstrate 1.4.2 Use a 1.4.3 Evaluate 1.4.4 Model a
Strategies for knowledge of range of with comprehensiv
promoting teaching strategies teaching colleagues the e selection of
literacy and that promote strategies that effectiveness effective
numeracy literacy and enhance of teaching teaching
numeracy skills. learner strategies that strategies that
achievement promote promote
in literacy and learner learner
numeracy achievement achievement
skills. in literacy and in 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 strategies range of and apply colleagues in
developing that develop teaching effective reviewing,
critical and critical and strategies to teaching modifying and
creative creative thinking, develop strategies to expanding
thinking, as and/or other critical and promote their range of
well as other higher-order creative critical and teaching
higher-order thinking skills. thinking, as creative strategies that
thinking skills well as other thinking, as promote
higher-order well as other critical and
thinking skills. higher-order creative
thinking skills. 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 1.6.4 Show
Mother Tongue, Filipino proficient use and support exemplary
Tongue, and English to of Mother colleagues in skills in and
Filipino and facilitate teaching Tongue, the proficient advocate the
English in and learning. Filipino and use of Mother use of Mother
teaching and English to Tongue, Tongue,
learning facilitate Filipino and Filipino and
teaching and English to English in
 Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

learning. improve teaching and

teaching and learning to
learning, as facilitate the
well as to learners'
develop the language,
learners' pride cognitive and
of their academic
language, development
heritage and and to foster
culture. pride of their
language,
heritage and
culture.

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

Domain 2, Learning Environment, consists of six strands: 1. Learner safety and

security Philippine Professional Standards for Teachers 6 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

Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

Strand 2.1 2.1.1 2.1.2 Establish 2.1.3 Exhibit 2.1.4 Apply

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

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

Strand 2.3 2.3.1 2.3.2 Manage 2.3.3 Work 2.3.4 Model

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

Strand 2.4 2.4.1 2.4.2 Maintain 2.4.3 Work 2.4.4 Facilitate

Support for learner Demonstrate supportive with colleagues processes to
participation understanding learning to share review the
of supportive environments successful effectiveness of the
learning that nurture strategies that school's learning
environments and inspire sustain environment to
that nurture learners to supportive nurture and inspire
and inspire participate, learning learner
learner cooperate and environments participation.
participation. collaborate in that nurture and
continued inspire learners
learning. to participate,
cooperate and
collaborate in
continued
 Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

learning.

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

Strand 2.6 2.6.1 2.6.2 Manage 2.6.3 Exhibit 2.6.4 Provide

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

Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

Strand 3.1 3.1.1 3.1.2 Use 3.1.3 Work with 3.1.4 Lead
Demonstrate differentiated, colleagues to colleagues to
Learners' gender, knowledge developmentally share evaluate
needs, strengths, and appropriate differentiated, differentiated
interests and understanding learning developmentally strategies to
experiences of experiences to appropriate enrich
differentiated address learners' opportunities to teaching
teaching to gender, needs, address learners' practices that
suit the strengths, differences in address
learners' interests and gender, needs, learners'
gender, needs, experiences. strengths, differences in
strengths, interests and gender, needs,
interests and experiences. strengths,
experiences. interests and
experiences.

Strand 3.2 3.2.1 3.2.2 Establish a 3.2.3 Exhibit a 3.2.4 Model

Implement learner-centered learner-centered exemplary
Learners' teaching culture by using culture that teaching
linguistic, strategies that teaching promotes practices that
cultural, socio- are responsive strategies that success by using recognize and
economic and to the learners' respond to their effective affirm diverse
religious linguistic, linguistic, teaching linguistic,
backgrounds cultural, cultural, socio- strategies that cultural,
socio- economic and respond to their socioeconomic
economic and religious linguistic, and religious
religious backgrounds. cultural, backgrounds
backgrounds. socioeconomic to promote
and religious learner
backgrounds. success.

Strand 3.3 3.3.1 Use 3.3.2 Design, 3.3.3 Assist 3.3.4 Lead
strategies adapt and colleagues to colleagues in
 Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

Learners with responsive to implement design, adapt designing,

disabilities, learners with teaching and implement adapting and
giftedness and disabilities, strategies that teaching implementing
talents giftedness and are responsive strategies that teaching
talents. to learners with are responsive strategies that
disabilities, to learners with are responsive
giftedness and disabilities, to learners
talents. giftedness and with
talents. disabilities,
giftedness and
talents.

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

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.

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

Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

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

Strand 4.2 4.2.1 Identify 4.2.2 Set 4.2.3 Model to 4.2.4 Exhibit
Learning learning achievable and colleagues the high-level skills
outcomes outcomes that appropriate setting of and lead in
aligned with are aligned with learning achievable and setting
learning learning outcomes that challenging achievable and
competencies competencies. are aligned with learning challenging
learning outcomes that learning
 Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

competencies. are aligned with outcomes that

learning are aligned with
competencies to learning
cultivate a competencies
culture of towards the
excellence for cultivation of a
all learners. culture of
excellence for
all.

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

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

Strand 4.5 4.5.1 Show 4.5.2 Select, 4.5.3 Advise 4.5.4 Model
skills in the develop, and guide exemplary
Teaching and selection, organize and colleagues in skills and lead
learning development use appropriate the selection, colleagues in
resources and use of a teaching and organization, the
including ICT variety of learning development development
teaching and resources, and use of and evaluation
 Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

learning including ICT, appropriate of teaching and

resources, to address teaching and learning
including ICT, learning goals. learning resources,
to address resources, including ICT,
learning goals. including ICT, for use within
to address and beyond the
specific 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.
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

Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

Strand 5.1 5.1.1 5.1.2 Design, 5.1.3 Work 5.1.4 Lead

Demonstrate select, organize collaboratively initiatives in the
Design, knowledge of and use with colleagues evaluation of
selection, the design, diagnostic, to review the assessment
organization selection, formative and design, policies and
and utilization organization summative selection, guidelines that
of assessment and use of assessment organization and relate to the
strategies diagnostic, strategies use of a range of design,
formative and consistent with effective selection,
summative curriculum diagnostic, organization and
 Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

assessment requirements. formative and use of effective

strategies summative diagnostic,
consistent assessment formative and
with strategies summative
curriculum consistent with assessment
requirements. curriculum strategies
requirements. consistent with
curriculum
requirements.

Strand 5.2 5.2.1 5.2.2 Monitor 5.2.3 Interpret 5.2.4 Provide

Demonstrate and evaluate collaboratively advice on, and
Monitoring knowledge of learner progress monitoring and mentor
and evaluation monitoring and achievement evaluation colleagues in the
of learner and using learner strategies of effective
progress and evaluation of attainment data. attainment data analysis and use
achievement learner to support of learner
progress and learner progress attainment data.
achievement and
using learner achievement.
attainment
data.

Strand 5.3 5.3.1 5.3.2 Use 5.3.3 Use 5.3.4 Exhibit

Demonstrate strategies for effective exemplary skills
Feedback to knowledge of providing strategies for and lead
improve providing timely, accurate providing initiatives to
learning timely, and constructive timely, accurate support
accurate and feedback to and constructive colleagues in
constructive improve learner feedback to applying
feedback to performance. encourage strategies that
improve learners to effectively
learner reflect on and provide timely,
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Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

performance. improve their accurate and

own learning. constructive
feedback to
learners to
improve
learning
achievement.

Strand 5.4 5.4.1 5.4.2 5.4.3 Apply 5.4.4 Share with

Demonstrate Communicate skills in the colleagues a
Communicatio familiarity promptly and effective wide range of
n of learner with a range clearly the communication strategies that
needs, of strategies learners' needs, of learner needs, ensure effective
progress and for progress and progress and communication
achievement communicatin achievement to achievement to of learner needs,
to key g learner key key progress and
stakeholders needs, stakeholders, stakeholders, achievement to
progress and including including key
achievement. parents/guardian parents/guardian stakeholders,
s. s. including
parents/guardian
s.

Strand 5.5 5.5.1 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead

Demonstrate assessment data collaboratively colleagues to
Use of an to inform the with colleagues explore, design
assessment understanding modification of to analyze and and implement
data to of the role of teaching and utilize effective
enhance assessment learning assessment data practices and
teaching and data as practices and to modify programs using
learning feedback in programs. practices and information
practices and teaching and programs to derived from
 Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

programs learning further support assessment data.

practices and learner progress
programs. and
achievement.

DOMAIN 6. COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT

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

Domain 6, Community Linkages and Professional Engagement, consists of four

strands: 1. Establishment of learning environments that are responsive to community
contexts Philippine Professional Standards for Teachers 7 2. Engagement of parents and the
wider school community in the educative process 3. Professional ethics 4. School policies
and procedures

Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

Strand 6.1 6.1.1 6.1.2 Maintain 6.1.3 Reflect on 6.1.4 Model

Demonstrate an learning and evaluate exemplary
Establishmen understanding environments learning practice and
t of learning of knowledge that are environments empower
environments of learning responsive to that are colleagues to
that are environments community responsive to establish and
responsive to that are contexts. community maintain
community responsive to contexts. effective
contexts community learning
contexts. environments
 Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

that are
responsive to
community
contexts.

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

Strand 6.3 6.3.1 6.3.2 Review 6.3.3 Discuss 6.3.4 Lead

Professional Demonstrate regularly with colleagues colleagues in
ethics awareness of personal teaching teaching and the regular
existing laws practice using learning practices review of
and regulations existing laws and that apply existing codes,
that apply to regulations that existing codes, laws and
the teaching apply to the laws and regulations
profession, and teaching regulations that that apply to
become profession and apply to the the teaching
familiar with the teaching profession, and
the responsibilities profession, and the
responsibilities specified in the the responsibilities
specified in the Code of Ethics responsibilities as specified in
 Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

Code of Ethics for Professional specified in the the Code of

for Professional Teachers. Code of Ethics Ethics for
Teachers. for Professional Professional
Teachers. Teachers.

Strand 6.4 6.4.1 6.4.2 Comply 6.4.3 Exhibit 6.4.4 Evaluate

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

Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

Strand 7.1 7.1.1 7.1.2 Apply 7.1.3 Manifest 7.1.4 Model a learner-
Articulate a a personal a learner- centered teaching
Philosophy of personal philosophy centered philosophy through
teaching philosophy of of teaching teaching teaching practices that
teaching that that is philosophy in stimulate colleagues to
is learner- learner- various engage in further
 Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

centered. centered. aspects of professional learning.

practice and
support
colleagues in
enhancing
their own
learner-
centered
teaching
philosophy.

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

Strand 7.3 7.3.1 Seek 7.3.2 7.3.3 7.3.4 Take a leadership

opportunities Participate in Contribute role in supporting
Professional to establish professional actively to colleagues'
links with professional networks to professional engagement with
colleagues links with share networks professional networks
colleagues. knowledge within and within and across
and to between schools to advance
enhance schools to knowledge and
practice. improve practice in identified
knowledge areas of need.
and to
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Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers

enhance
practice.

Strand 7.4 7.4.1 7.4.2 7.4.3 Initiate 7.4.4. Demonstrate

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

Strand 7.5 7.5.1 7.5.2 Set 7.5.3 Reflect 7.5.4 Lead reforms in
Demonstrate professional on the enhancing professional
Professional motivation to development Philippine development programs
development realize goals based Professional based on an in-depth
goals professional on the Standards for knowledge and
development Philippine Teachers to understanding of the
goals based Professional plan personal Philippine Professional
on the Standards for professional Standards for
Philippine Teachers. development Teachers.
Professional goals and
Standards for assist
Teachers. colleagues in
planning and
achieving
their own
goals.

Learning Activities:
1) Our learning activity for this chapter would expect you to work as a whole
class.
2) Divide yourself into five (5) groups. You can devise your own way of doing the
grouping. Please be reminded that interviews should only be done through any
convenient media and strictly no face-to-face. It would be better if you can
interview one (1) teacher from a private school and one from a public school
3) Group 1 should interview two (2) teachers who have taught for 1 – 3 years.
General Questions:
1. In which career stage do these teachers belong?
2. What are the characteristics of teachers in this stage?
 Use the guide questions below for your interview.
a. Where did you earn your degree? When?
b. How many years did it take for you to be hired in a teaching job?
c. How did your university/college prepare you to become a good teacher?
d. When did you pass the Licensure Examination for Teachers (LET)? What was your
rating?
e. When did you start teaching as a professional?
f. What are some of your most unforgettable experiences as a teacher?
g. What inspires you as a teacher?
h. What are your greatest challenges as a teacher?
i. What professional development activities/trainings have you participated in?
j. What professional organizations are you a member of?
k. What should professional teachers remember always in terms of their behavior?
l. What kind of teacher would you like students to remember you when you retire?
m. How do you see yourself 5 years from now?

4) Group 2 should interview two (2) teachers who have taught for 4 – 10 years.
General Questions:
1. In which career stage do these teachers belong?
2. What are the characteristics of teachers in this stage?

Use the guide questions below for your interview.

a. Are you satisfied with your job as a professional teacher for the past years? Why?
b. What are some of your most unforgettable experiences as a teacher?
c. What inspires you as a teacher?
d. What are your greatest challenges as a teacher?
e. What are you plans for the future?
f. Do you think you will retire as a professional teacher?
g. What should professional teachers remember always in terms of their behavior?
h. What kind of teacher would you like students to remember you when you retire?

5) Group 3 should interview two (2) teachers who have taught for 11 – 15 years.
General Questions:
1. In which career stage do these teachers belong?
2. What are the characteristics of teachers in this stage?

Use the guide questions below for your interview.

a. Are you satisfied with your job as a professional teacher for the past years? Why?
b. What are some of your most unforgettable experiences as a teacher?
c. What inspires you as a teacher?
d. What are your greatest challenges as a teacher?
e. What are you plans for the future?
f. Do you help the younger teachers in your school? How?
g. How would you compare yourself with the younger teachers?
h. What awards or citations have you received as a professional teacher?
i. Do you think you will be promoted to higher positions soon?
j. Do you think you will retire as a professional teacher?
k. What should professional teachers remember always in terms of their behavior?
l. What kind of teacher would you like students to remember you when you retire?

6) Group 4 should interview two (2) teachers who have taught for 15 years or
more. General Questions:
1. In which career stage do these teachers belong?
2. What are the characteristics of teachers in this stage?

Use the guide questions below for your interview.

a. Are you satisfied with your job as a professional teacher for the past years? Why?
b. What are some of your most unforgettable experiences as a teacher?
c. What inspires you as a teacher?
d. What are your greatest challenges as a teacher?
e. What do you consider as your most significant contribution to the teaching
profession?
f. What are your plans for the future?
g. How many times were you promoted in your career? Why were you promoted?
What benefits did you get from the promotion?
h. Do you think you will retire as a professional teacher?
i. What should professional teachers remember always in terms of their behavior?
j. What kind of teacher would you like students to remember you when you retire?

7) Group 5 should interview two (2) teachers who have retired from teaching.
General Questions:
1. In which career stage do these teachers belong?
2. What are the characteristics of teachers in this stage?

Use the guide questions below for your interview.

a. What are your usual activities now that you have retired from teaching?
b. How long were you in the teaching profession? Do you regret being a teacher?
c. What are some of your most unforgettable experiences as a teacher?
d. What do you consider as your most significant contribution to the teaching
profession?
e. In your opinion, is teaching the noblest profession? Why?
f. What should professional teachers remember always in terms of their behavior?
g. What kind of teacher would you like students to remember you when you retire?
h. What advice can you give all teacher aspirants and new teachers?

8) Present your output as a video. You can choose your own way of presenting it.
Begin the video with a short introduction of the members of the group. Criteria
for grading the video: Content (40%); Presentation (20%); Creativity (20%);
Participation of Group Members (20%).

9) Answer these questions for Summarization as the last part of your video.
1) Identify at least five (5) characteristics/ideas/beliefs that these teachers have in
common, despite the differences in the teaching experience?
2) Would you say that they are professional teachers in the real sense of the word?
Justify your answer.
3) Has your interviews strengthened your dream to become a teacher? In what way?
4) What do you think are the values that you should develop for you to become a
competent teacher?
5) If you are to choose one (1) word to describe the teaching profession, what would it
be and why?
6) Give a comprehensive description of the teachers in the different career stages,
focusing on their characteristics and competencies.