Professional Documents
Culture Documents
DO s2017 042 PDF
DO s2017 042 PDF
Introduction 3
Role of teachers 3
Professional standards for teachers 3
Teacher quality in the Philippines 4
Career Stages 7
Glossary of Terms 24
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.
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 defines teacher quality in the Philippines. The standards describe the expectations of teachers’
increasing levels of knowledge, practice and professional engagement. At the same time, the standards allow for teachers’ growing understanding, applied
with increasing sophistication across a broader and more complex range of teaching/learning situations.
The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st Century in the Philippines. Quality teachers
in the Philippines need to possess the following characteristics:
recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and learning. They apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the
teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to
promote high-quality learning outcomes.
provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. They create an
environment that is learning-focused and they efficiently manage learner behavior in a physical and virtual space. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of
high standards of learning.
establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to
the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices
that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.
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
st
21 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
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.
Beginning Teachers have gained the Proficient Teachers are professionally Highly Proficient Teachers consistently Distinguished Teachers embody the
qualifications recognized for entry into independent in the application of skills display a high level of performance in highest standard for teaching grounded in
the teaching profession. vital to the teaching and learning their teaching practice. global best practices.
process.
They have a strong understanding of They manifest an in-depth and They exhibit exceptional capacity to
the subjects/areas in which they are They provide focused teaching sophisticated understanding of the improve their own teaching practice and
trained in terms of content knowledge programs that meet curriculum and teaching and learning process. that of others.
and pedagogy. assessment requirements.
They have high education-focused They are recognized as leaders in
They possess the requisite knowledge, They display skills in planning, situation cognition, are more adept in education, contributors to the profession
skills and values that support the implementing and managing learning problem solving and optimize and initiators of collaborations and
teaching and learning process. programs. opportunities gained from experience. partnerships.
They manage learning programs and They actively engage in collaborative They provide support and mentoring to They create lifelong impact in the lives of
have strategies that promote learning learning with the professional colleagues in their professional colleagues, students and others.
based on the learning needs of their community and other stakeholders for development, as well as work
students. mutual growth and advancement. collaboratively with them to enhance They consistently seek professional
the learning and practice potential of advancement and relevance in pursuit of
They seek advice from experienced They are reflective practitioners who their colleagues. teaching quality and excellence.
colleagues to consolidate their continually consolidate the
teaching practice. knowledge, skills and practices of They continually seek to develop their They exhibit commitment to inspire the
Career Stage 1 teachers. professional knowledge and practice by education community and stakeholders
reflecting on their own needs, and those for the improvement of education
of their colleagues and students. provision in the Philippines.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 1.1 1.1.1 Demonstrate content 1.1.2 Apply knowledge of 1.1.3 Model effective 1.1.4 Model exemplary
Content knowledge and its knowledge and its application content within and across applications of content practice to improve the
application within and across within and/or across curriculum curriculum teaching areas. knowledge within and across applications of content
curriculum areas teaching areas. curriculum teaching areas. knowledge within and across
curriculum teaching areas.
Strand 1.2 1.2.1 Demonstrate an 1.2.2 Use research-based 1.2.3 Collaborate with 1.2.4 Lead colleagues in the
Research-based knowledge and understanding of research- knowledge and principles of colleagues in the conduct and advancement of the art and
principles of teaching and based knowledge and principles teaching and learning to application of research to enrich science of teaching based on
learning of teaching and learning. enhance professional practice. knowledge of content and their comprehensive
pedagogy. knowledge of research and
pedagogy.
Strand 1.3 1.3.1 Show skills in the positive 1.3.2 Ensure the positive use of 1.3.3 Promote effective 1.3.4 Mentor colleagues in the
Positive use of ICT use of ICT to facilitate the ICT to facilitate the teaching and strategies in the positive use of implementation of policies to
teaching and learning process. learning process. ICT to facilitate the teaching and ensure the positive use of ICT
learning process. within or beyond the school.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 2.1 2.1.1 Demonstrate knowledge 2.1.2 Establish safe and secure 2.1.3 Exhibit effective strategies 2.1.4 Apply comprehensive
Learner safety and security of policies, guidelines and learning environments to that ensure safe and secure knowledge of and act as a
procedures that provide safe enhance learning through the learning environments to resource person for, policies,
and secure learning consistent implementation of enhance learning through the guidelines and procedures that
environments. policies, guidelines and consistent implementation of relate to the implementation
procedures. policies, guidelines and of safe and secure learning
procedures. environments for learners.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain learning 2.2.3 Exhibit effective practices 2.2.4 Advocate and facilitate
Fair learning environment understanding of learning environments that promote to foster learning environments the use of effective practices to
environments that promote fairness, respect and care to that promote fairness, respect foster learning environments
fairness, respect and care to encourage learning. and care to encourage learning. that promote fairness, respect
encourage learning. and care to encourage
learning.
Strand 2.3 2.3.1 Demonstrate knowledge 2.3.2 Manage classroom 2.3.3 Work with colleagues to 2.3.4 Model exemplary
Management of classroom of managing classroom structure to engage learners, model and share effective practices in the management
structure and activities structure that engages learners, individually or in groups, in techniques in the management of classroom structure and
individually or in groups, in meaningful exploration, of classroom structure to activities, and lead colleagues
meaningful exploration, discovery and hands-on engage learners, individually or at the whole-school level to
discovery and hands-on activities within a range of in groups, in meaningful review and evaluate their
activities within the available physical learning environments. exploration, discovery and practices.
physical learning environments. hands-on activities within a
range of physical learning
environments.
Strand 2.5 2.5.1 Demonstrate knowledge 2.5.2 Apply a range of 2.5.3 Model successful 2.5.4 Lead and empower
Promotion of purposive learning of learning environments that successful strategies that strategies and support colleagues in promoting
motivate learners to work maintain learning environments colleagues in promoting learning environments that
productively by assuming that motivate learners to work learning environments that effectively motivate learners to
responsibility for their own productively by assuming effectively motivate learners to achieve quality outcomes by
learning. responsibility for their own work productively by assuming assuming responsibility for
learning. responsibility for their own their own learning.
learning.
Strand 2.6 2.6.1 Demonstrate knowledge 2.6.2 Manage learner behavior 2.6.3 Exhibit effective and 2.6.4 Provide leadership in
Management of learner behavior of positive and non-violent constructively by applying constructive behavior applying a wide range of
discipline in the management of positive and non-violent management skills by applying strategies in the
learner behavior. discipline to ensure learning- positive and non-violent implementation of positive and
focused environments. discipline to ensure learning- non-violent discipline
focused environments. policies/procedures to ensure
learning-focused
environments.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 3.1 3.1.1 Demonstrate knowledge 3.1.2 Use differentiated, 3.1.3 Work with colleagues to 3.1.4 Lead colleagues to
Learners’ gender, needs, and understanding of developmentally appropriate share differentiated, evaluate differentiated
strengths, interests and differentiated teaching to suit learning experiences to address developmentally appropriate strategies to enrich teaching
experiences the learners’ gender, needs, learners’ gender, needs, opportunities to address practices that address learners’
strengths, interests and strengths, interests and learners’ differences in gender, differences in gender, needs,
experiences. experiences. needs, strengths, interests and strengths, interests and
experiences. experiences.
Strand 3.2 3.2.1 Implement teaching 3.2.2 Establish a learner- 3.2.3 Exhibit a learner-centered 3.2.4 Model exemplary
Learners’ linguistic, cultural, strategies that are responsive to centered culture by using culture that promotes success teaching practices that
socio-economic and religious the learners’ linguistic, cultural, teaching strategies that respond by using effective teaching recognize and affirm diverse
backgrounds socio-economic and religious to their linguistic, cultural, strategies that respond to their linguistic, cultural, socio-
backgrounds. socio-economic and religious linguistic, cultural, socio- economic and religious
backgrounds. economic and religious backgrounds to promote
backgrounds. learner success.
Strand 3.3 3.3.1 Use strategies responsive 3.3.2 Design, adapt and 3.3.3 Assist colleagues to 3.3.4 Lead colleagues in
Learners with disabilities, to learners with disabilities, implement teaching strategies design, adapt and implement designing, adapting and
giftedness and talents giftedness and talents. that are responsive to learners teaching strategies that are implementing teaching
with disabilities, giftedness and responsive to learners with strategies that are responsive
talents. disabilities, giftedness and to learners with disabilities,
talents. giftedness and talents.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 4.1 4.1.1 Prepare developmentally 4.1.2 Plan, manage and 4.1.3 Develop and apply 4.1.4 Model exemplary
Planning and management of sequenced teaching and implement developmentally effective strategies in the practice and lead colleagues in
teaching and learning process learning process to meet sequenced teaching and planning and management of enhancing current practices in
curriculum requirements. learning process to meet developmentally sequenced the planning and management
curriculum requirements and teaching and learning process of developmentally sequenced
varied teaching contexts. to meet curriculum teaching and learning process.
requirements and varied
teaching contexts.
Strand 4.2 4.2.1 Identify learning outcomes 4.2.2 Set achievable and 4.2.3 Model to colleagues the 4.2.4 Exhibit high-level skills
Learning outcomes aligned with that are aligned with learning appropriate learning outcomes setting of achievable and and lead in setting achievable
learning competencies competencies. that are aligned with learning challenging learning outcomes and challenging learning
competencies. that are aligned with learning outcomes that are aligned with
competencies to cultivate a learning competencies towards
culture of excellence for all the cultivation of a culture of
learners. excellence for all.
Strand 4.5 4.5.1 Show skills in the 4.5.2 Select, develop, organize 4.5.3 Advise and guide 4.5.4 Model exemplary skills
Teaching and learning resources selection, development and use and use appropriate teaching colleagues in the selection, and lead colleagues in the
including ICT of a variety of teaching and and learning resources, organization, development and development and evaluation of
learning resources, including including ICT, to address use of appropriate teaching and teaching and learning
ICT, to address learning goals. learning goals. learning resources, including resources, including ICT, for
ICT, to address specific learning use within and beyond the
goals. school.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 5.1 5.1.1 Demonstrate knowledge 5.1.2 Design, select, organize 5.1.3 Work collaboratively with 5.1.4 Lead initiatives in the
Design, selection, organization of the design, selection, and use diagnostic, formative colleagues to review the design, evaluation of assessment
and utilization of assessment organization and use of and summative assessment selection, organization and use policies and guidelines that
strategies diagnostic, formative and strategies consistent with of a range of effective relate to the design, selection,
summative assessment curriculum requirements. diagnostic, formative and organization and use of
strategies consistent with summative assessment effective diagnostic, formative
curriculum requirements. strategies consistent with and summative assessment
curriculum requirements. strategies consistent with
curriculum requirements.
Strand 5.2 5.2.1 Demonstrate knowledge 5.2.2 Monitor and evaluate 5.2.3 Interpret collaboratively 5.2.4 Provide advice on, and
Monitoring and evaluation of of monitoring and evaluation of learner progress and monitoring and evaluation mentor colleagues in the
learner progress and learner progress and achievement using learner strategies of attainment data to effective analysis and use of
achievement achievement using learner attainment data. support learner progress and learner attainment data.
attainment data. achievement.
Strand 5.4 5.4.1 Demonstrate familiarity 5.4.2 Communicate promptly 5.4.3 Apply skills in the effective 5.4.4 Share with colleagues a
Communication of learner with a range of strategies for and clearly the learners’ needs, communication of learner wide range of strategies that
needs, progress and communicating learner needs, progress and achievement to needs, progress and ensure effective
achievement to key stakeholders progress and achievement. key stakeholders, including achievement to key communication of learner
parents/guardians. stakeholders, including needs, progress and
parents/guardians. achievement to key
stakeholders, including
parents/guardians.
Strand 5.5 5.5.1 Demonstrate an 5.5.2 Utilize assessment data to 5.5.3 Work collaboratively with 5.5.4 Lead colleagues to
Use of assessment data to understanding of the role of inform the modification of colleagues to analyze and utilize explore, design and implement
enhance teaching and learning assessment data as feedback in teaching and learning practices assessment data to modify effective practices and
practices and programs teaching and learning practices and programs. practices and programs to programs using information
and programs. further support learner progress derived from assessment data.
and achievement.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain learning 6.1.3 Reflect on and evaluate 6.1.4 Model exemplary practice
Establishment of learning understanding of knowledge of environments that are learning environments that are and empower colleagues to
environments that are learning environments that are responsive to community responsive to community establish and maintain effective
responsive to community responsive to community contexts. contexts. learning environments that are
contexts contexts. responsive to community
contexts.
Strand 6.2 6.2.1 Seek advice concerning 6.2.2 Build relationships with 6.2.3 Guide colleagues to 6.2.4 Lead in consolidating
Engagement of parents and the strategies that build parents/guardians and the strengthen relationships with networks that strengthen
wider school community in the relationships with wider school community to parents/guardians and the relationships with
educative process parents/guardians and the facilitate involvement in the wider school community to parents/guardians and the
wider community. educative process. maximize their involvement in wider school community to
the educative process. maximize their involvement in
the educative process.
Strand 6.3 6.3.1 Demonstrate awareness 6.3.2 Review regularly personal 6.3.3 Discuss with colleagues 6.3.4 Lead colleagues in the
Professional ethics of existing laws and regulations teaching practice using existing teaching and learning practices regular review of existing codes,
that apply to the teaching laws and regulations that apply that apply existing codes, laws laws and regulations that apply
profession, and become familiar to the teaching profession and and regulations that apply to to the teaching profession, and
with the responsibilities the responsibilities specified in the teaching profession, and the the responsibilities as specified
specified in the Code of Ethics the Code of Ethics for responsibilities specified in the in the Code of Ethics for
for Professional Teachers. Professional Teachers. Code of Ethics for Professional Professional Teachers.
Teachers.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 7.1 7.1.1 Articulate a personal 7.1.2 Apply a personal 7.1.3 Manifest a learner- 7.1.4 Model a learner-centered
Philosophy of teaching philosophy of teaching that is philosophy of teaching that is centered teaching philosophy in teaching philosophy through
learner-centered. learner-centered. various aspects of practice and teaching practices that
support colleagues in enhancing stimulate colleagues to engage
their own learner-centered in further professional learning.
teaching philosophy.
Strand 7.2 7.2.1 Demonstrate behaviors 7.2.2 Adopt practices that 7.2.3 Identify and utilize 7.2.4 Act as a role model and
Dignity of teaching as a that uphold the dignity of uphold the dignity of teaching personal professional strengths advocate for upholding the
profession teaching as a profession by as a profession by exhibiting to uphold the dignity of dignity of teaching as a
exhibiting qualities such as qualities such as caring attitude, teaching as a profession to help profession to build a positive
caring attitude, respect and respect and integrity. build a positive teaching and teaching and learning culture
integrity. learning culture within the within and beyond the school.
school.
Strand 7.3 7.3.1 Seek opportunities to 7.3.2 Participate in professional 7.3.3 Contribute actively to 7.3.4 Take a leadership role in
Professional links with establish professional links with networks to share knowledge professional networks within supporting colleagues’
colleagues colleagues. and to enhance practice. and between schools to engagement with professional
improve knowledge and to networks within and across
enhance practice. schools to advance knowledge
and practice in identified areas
of need.
Strand 7.4 7.4.1 Demonstrate an 7.4.2 Develop a personal 7.4.3 Initiate professional 7.4.4. Demonstrate leadership
Professional reflection and understanding of how professional improvement plan reflections and promote within and across school
learning to improve practice professional reflection and based on reflection of one’s learning opportunities with contexts in critically evaluating
colleagues to improve practice. practice and setting clearly
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
Verbal communication strategies Oral or spoken means of transmitting information and meaning
Virtual space The online environment like the social media where people can interact
Wider school community Refers to both internal and external stakeholders