wed
appointment.
EDUC 55
FINALS
REPUBLIC ACT NO. 4670
THE MAGNA CARTA FOR PUBLIC SCHOOL
TEACHERS
I. DECLARATION OF POLICY COVERAGE
Section 1. Declaration of Policy
It is hereby declared to be the policy of this Act to
promote and improve the social and economic status of
public school teachers, their living and working conditions,
their terms of employment and career prospects.
Section 2. Title Definition
This Act shall be known as the "Magna Carta for
Public School Teachers" and shall apply to all public
school teachers except those in the professorial staff of
state colleges and universities.
II. RECRUITMENT AND CAREER
Section 3. Recruitment and Qualification
Recruitment policy with respect to the selection and
appointment of teachers shall be clearly defined by the
Department of Education;
Provided, That effective upon the approval of this Act,
the applicants shall possess the minimum educational
qualifications for teacher-applicants;
Provided, That teacher-applicants are required to
take competitive examinations as basis/preference in
making their appointments.
Section 4. Probationary Period
When recruitment takes place after adequate training
and professional preparation in any school recognized by
the Government, no probationary period preceding regular
appointment shall be imposed if the teacher possesses
the appropriate civil service eligibility;
However, That where, due to the exigencies of the
service, it is necessary to employ as teacher a person who
possesses the minimum educational qualifications herein
above set forth but lacks the appropriate civil service
eligibility, such person shall be appointed on a provisional
status and shall undergo a period of probation for not less
than one year from and after the date of his provisional
Section 5. Tenure of Office
Subject to the provisions of Section three hereof,
teachers appointed on a provisional status for lack of
necessary civil service eligibility shall be extended
permanent appointment for the position he is holding
after having rendered at least ten years of continuous,
efficient and faithful service in such position.
Section 6. Consent for Transfer Transportation
Expenses
Except for cause and as herein otherwise provided,
no teacher shall be transferred without his consent from
one station to another;
Where the exigencies of the service require the
transfer of a teacher from one station to another, such
transfer may be effected by the school superintendent;
Provided, however, That no transfers whatever shall
be made three months before any local or national
election.
Necessary transfer expenses of the teacher and his
family shall be paid for by the Government if his transfer
is finally approved.
Section 7. Code of Professional Conduct for
Teachers
Within six months from the approval of this Act, the
Secretary of Education shall formulate and prepare a
Code of Professional Conduct for Public School
Teachers. A copy of the Code shall be furnished each
teacher;
At least three copies of the same Code shall be
deposited with the office of the school principal or head
teacher where they may be accessible for use by the
teachers.
Section 8. Safeguards in Disciplinary Procedure
Every teacher shall enjoy equitable safeguards at each
stage of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by
a representative of his choice and/or by his organization,
adequate time being given to the teacher for the
preparation of his defense; and
d. the right to appeal to clearly designated
authorities

Section 10. No Discrimination
There shall be no discrimination whatsoever in
entrance to the teaching profession, or during its exercise,
or in the termination of services, based on other than
professional consideration
Section 11. Married Teachers
Whenever possible, the proper authorities shall take
all steps to enable married couples, both of whom are
public school teachers, to be employed in the same
locality.
Section 12. Academic Freedom
Teachers shall enjoy academic freedom in the
discharge of their professional duties, particularly with
regard to teaching and classroom methods
III. HOURS OF WORK AND REMUNERATION
Section 13. Teaching Hours
Any teacher engaged in actual classroom instruction
shall not be required to render more than six hours of
actual classroom teaching a day;
however, That where the exigencies of the service so
require, any teacher may be required to render more than
six hours but not exceeding eight hours of actual
classroom teaching a day upon payment of additional
compensation at the same rate as his regular
remuneration plus at least twenty-five per cent of his basic
pay.
Section 14. Additional Compensation
Co-curricular and out of school activities and any
other activities outside of what is defined as normal duties
of any teacher shall be paid an additional compensation of
at least twenty-five per cent of his regular remuneration
after the teacher has completed at least six hours of actual
classroom teaching a day;
In the case of other teachers or school officials not
engaged in actual classroom instruction, any work
performed in excess of eight hours a day shall be paid an
additional compensation of at least twenty-five per cent of
their regular remuneration.
Section 15. Criteria for Salaries
Teacher's salaries shall correspond to the following
criteria:
(a) they shall compare favorably with those paid in
other occupations requiring equivalent or similar
qualifications, training and abilities;
(b) they shall be such as to insure teachers a
reasonable standard of life for themselves and their
families; and
(c) they shall be properly graded so as to recognize
the fact that certain positions require higher qualifications
and greater responsibility than others
Section 16. Salary Scale
Salary scales of teachers shall provide for a gradual
progression from a minimum to a maximum salary by
means of regular increments, granted automatically after
three years;
Provided, That the efficiency rating of the teacher
concerned is at least satisfactory;
The progression from the minimum to the maximum of
the salary scale shall not extend over a period of ten
years.
Section 17. Equality in Salary Scales
The salary scales of teachers, whose salaries are
appropriated by a city, municipal, municipal district, or
provincial government, shall not be less than those
provided for teachers of the National Government.
Section 18. Cost of Living Allowance
Teacher's salaries shall, at the very least, keep pace
with the rise in the cost of living by the payment of a
cost-of-living allowance which shall automatically follow
changes in a cost-of-living index.
Section 19. Special Hardship Allowances
In areas in which teachers are exposed to hardship
such as difficulty in commuting to the place of work or
other hazards peculiar to the place of employment, as
determined by the Secretary of Education, they shall be
compensated special hardship allowances equivalent to at
least twenty-five per cent of their monthly salary.
Section 20. Salaries to be Paid in Legal Tender
Salaries of teachers shall be paid in legal tender of
the Philippines or its equivalent in checks or treasury
warrants.
Section 21. Deductions Prohibited
No person shall make any deduction whatsoever
from the salaries of teachers except under specific
authority of law authorizing such deductions;
Provided, however, That upon written authority
executed by the teacher concerned, (1) lawful dues and
fees owing to the Philippine Public School Teachers
Association, and (2) premiums properly due on insurance
policies shall be considered deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS
Section 22. Medical Examination and Treatment
Compulsory medical examination shall be provided
free of charge for all teachers before they take up teaching,
and shall be repeated not less than once a year during the
teacher's professional life.
Where medical examination show that medical
treatment and/or hospitalization is necessary, same shall
be provided free by the government entity paying the
salary of the teachers.
Section 23. Compensation For Injuries
Teachers shall be protected against the
consequences of employment injuries in accordance with
existing laws.
The effects of the physical and nervous strain on the
teacher's health shall be recognized as a compensable
occupational disease in accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS
Section 24. Study Leave
Teachers shall be entitled to study leave not
exceeding one school year after seven years of service.
During the period of such leave, the teachers shall be
entitled to at least sixty per cent of their monthly salary;
That no teacher shall be allowed to accumulate more
than one year study leave, unless he needs an additional
semester to finish his thesis for a graduate study in
education or allied courses;
That no compensation shall be due the teacher after
the first year of such leave. In all cases, the study leave
period shall be counted for seniority and pension
purposes.
Section 25. Indefinite Leave
An indefinite sick leave of absence shall be granted
to teachers when the nature of the illness demands a
long treatment that will exceed one year at the least.
Section 26. Salary Increase upon Retirement
Public school teachers having fulfilled the age and
service requirements of the applicable retirement laws
shall be given one range salary raise upon retirement,
which shall be the basis of the computation of the lump
sum of the retirement pay and the monthly benefits
thereafter
VI. TEACHER'S ORGANIZATION
Section 27. Freedom to Organize
Public school teachers shall have the right to freely
and without previous authorization both to establish and
to join organizations of their choosing, whether local or
national to further and defend their interests.
Section 28. Discrimination Against Teachers
Prohibited
The rights established in the immediately preceding
Section shall be exercised without any interference or
coercion
Section 29. National Teacher's Organizations
National teachers' organizations shall be consulted
in the formulation of national educational policies and
professional standards, and in the formulation of national
policies governing the social security of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT
Section 30. Rules and Regulations
The Secretary of Education shall formulate and
prepare the necessary rules and regulations to
implement the provisions of this Act. Rules and
regulations issued pursuant to this Section shall take
effect thirty days after publication in a newspaper of
general circulation and by such other means as the
Secretary of Education deems reasonably sufficient to
give interested parties general notice of such issuance.
Section 31. Budgetary Estimates
The Secretary of Education shall submit to Congress
annually the necessary budgetary estimates to implement
the provisions of the Act concerning the benefits herein
granted to public school teachers under the employ of the
National Government.
Section 32. Penal Provision
A person who shall willfully interfere with, restrain or
coerce any teacher in the exercise of his rights
guaranteed by this Act or who shall in any other manner
commit any act to defeat any of the provisions of this Act
shall, upon conviction, be punished by a fine of not less
than one hundred pesos nor more than one thousand
pesos, or by imprisonment, in the discretion of the court;
If the offender is a public official, the court shall order
his dismissal from the Government service.
Section 33. Repealing Clause
All Acts or parts of Acts, executive orders and their
implementing rules inconsistent with the provisions of this
Act are hereby repealed, amended or modified
accordingly.
Section 34. Separability Clause
If any provision of this Act is declared invalid, the
remainder of this Act or any provisions not affected
thereby shall remain in force and in effect.
Section 35. Effectivity
This Act shall take effect upon its approval.
Approved: June 18, 1966
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Pursuant to the provisions of paragraph (e), Article 11,
of R. A,. No. 7836, otherwise known as the Philippines
Professionalization Act of 1994 and Paragraph (a), section
6, P.D. No. 223, as amended, the Board for Professional
Teachers hereby adopt the Code of Ethics for
Professional Teachers.
PREAMBLE
Teachers are duly licensed professionals who
possesses dignity and reputation with high moral
values as well as technical and professional
competence in the practice of their noble profession,
they strictly adhere to, observe, and practice this set
of ethical and moral principles, standards, and
values.
ARTICLE I SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all
educational institution shall offer quality education for all
competent teachers committed of it’s full realization The
provision of this Code shall apply, therefore, to all
teachers in schools in the Philippines.
Section 2. This Code covers all public and private school
teachers in all educational institutions at the preschool,
primary, elementary, and secondary levels whether
academic, vocational, special, technical, or non-formal.
The term “teacher” shall include industrial arts or
vocational teachers and all other persons performing
supervisory and /or administrative functions in all school
at the aforesaid levels, whether on full time or part-time
basis.
ARTICLE II THE TEACHER AND THE STATE
SECTION 1. The schools are the nurserles of the future
citizens of the state; each teacher is a trustee of the
cultural and educational heritage of the nation and is
under obligation to transmit to learners such heritage as
well as to elevate national morality, promote national
pride, cultivate love of country, instill allegiance to the
constitution and for all duly constituted authorities, and
promote obedience to the laws of the state.
SECTION 2. Every teacher or school official shall
actively help carryout the declared policies of the state,
and shall take an oath to this effect.
SECTION 3. In the interest of the State and of the Filipino
people as much as of his own, every teacher shall be
physically, mentally and morally fit.
SECTION 4. Every teacher shall possess and actualize a
full commitment and devotion to duty.
SECTION 5. A teacher shall not engage in the promotion
of any political, religious, or other partisan interest, and
shall not, directly or indirectly, solicit, require, collect, or
receive any money or service or other valuable material
from any person or entity for such purposes
SECTION 6. Every teacher shall vote and shall exercise
all other constitutional rights and responsibility.
SECTION 7. A teacher shall not use his position or facial
authority or influence to coerce any other person to follow
any political course of action.
SECTION 8. Every teacher shall enjoy academic freedom
and shall have privilege of expounding the product of his
researches and investigations; provided that, if the results
are inimical to the declared policies of the State, they shall
be brought to the proper authorities for appropriate
remedial action.
ARTICLE III THE TEACHER AND THE COMMUNITY
SECTION 1. A teacher is a facilitator of learning and of the
development of the youth; he shall, therefore, render the
best service by providing an environment conducive to
such learning and growth.
SECTION 2. Every teacher shall provide leadership and
initiative to actively participate in community movements
for moral, social, educational, economic and civic
betterment.
SECTION 3. Every teacher shall merit reasonable social
recognition for which purpose he shall behave with honor
and dignity at all times and refrain for such activities as
gambling, smoking, drunkenness, and other excesses,
much less illicit relations.
SECTION 4. Every teacher shall live for and with the
community and shall, therefore, study and understand
local customs and traditions in order to have sympathetic
attitude, therefore, refrain from disparaging the
community.
SECTION 5. Every teacher shall help the school keep
the people in the community informed about the school’s
work and accomplishments as well as its needs and
problems.
SECTION 6. Every teacher is intellectual leader in the
community, especially in the barangay, and shall
welcome the opportunity to provide such leadership
when needed, to extend counseling services, as
appropriate, and to actively be involved in matters
affecting the welfare of the people.
SECTION 7. Every teacher shall maintain harmonious
and pleasant personal and official relations with other
professionals, with government officials, and with the
people, individually or collectively.
SECTION 8. A teacher posses freedom to attend church
and worships as appropriate, but shall not use his
positions and influence to proselyte others.
ARTICLE IV A TEACHER AND THE PROFESSION
SECTION 1. Every teacher shall actively insure that
teaching is the noblest profession, and shall manifest
genuine enthusiasm and pride in teaching as a noble
calling.
SECTION 2. Every teacher shall uphold the highest
possible standards of quality education, shall make the
best preparations for the career of teaching, and shall be
at his best at all times and in the practice of his
profession.

SECTION 3. Every teacher shall participate in the
Continuing Professional Education (CPE) program of the
Professional Regulation Commission, and shall pursue
such other studies as will improve his efficiency, enhance
the prestige of the profession, and strengthen his
competence, virtues, and productivity in order to be
nationally and internationally competitive.
SECTION 4. Every teacher shall help, if duly authorized,
to seek support from the school, but shall not make
improper misrepresentations through personal
advertisements and other questionable means. Section 5.
Every teacher shall use the teaching profession in a
manner that makes it dignified means for earning a
descent living.
ARTICLE V THE TEACHERS AND THE PROFESSION
SECTION 1. Teacher shall, at all times, be imbued with
the spirit of professional loyalty, mutual confidence, and
faith in one another, self sacrifice for the common good,
and full cooperation with colleagues. When the best
interest of the learners, the school, or the profession is at
stake in any controversy, teacher shall support one
another.
SECTION 2. A teacher is not entitled to claim credit or
work not of his own, and shall give due credit for the work
of others which he may use.
SECTION 3. Before leaving his position, a teacher shall
organize for whoever assumes the position such records
and other data as are necessary to carry on the work.
SECTION 4. A teacher shall hold inviolate all confidential
information concerning associates and the school, and
shall not divulge to anyone documents which has not been
officially released, or remove records from the files
without permission.
SECTION 5. It shall be the responsibility of every teacher
to seek correctives for what he may appear to be an
unprofessional and unethical conduct of any associates.
However, this may be done only if there is
incontrovertible evidence for such conduct.
SECTION 6. A teacher may submit to the proper
authorities any justifiable criticism against an associate,
preferably in writing, without violating the right of the
individual concerned.
SECTION 7. A teacher may apply for a vacant position
for which he is qualified; provided that he respects the
system of selection on the basis of merit and
competence; provided, further, that all qualified
candidates are given the opportunity to be considered.
ARTICLE VI THE TEACHER AND HIGHER
AUTHORITIES IN THE PROFESSIONS
SECTION 1. Every teacher shall make it his duties to
make an honest effort to understand and support the
legitimate policies of the school and the administration
regardless of personal feeling or private opinion and shall
faithfully carry them out.
SECTION 2. A teacher shall not make any false
accusations or charges against superiors, especially
under anonymity. However, if there are valid charges, he
should present such under oath to competent authority.
SECTION 3. A teacher shall transact all official business
through channels except when special conditions
warrant a different procedure, such as when special
conditions are advocated but are opposed by immediate
superiors, in which case, the teacher shall appeal directly
to the appropriate higher authority..

SECTION 4. Every teacher, individually or as part of a
group, has a right to seek redress against injustice to the
administration and to extent possible, shall raise
grievances within acceptable democratic possesses. In
doing so, they shall avoid jeopardizing the interest and the
welfare of learners whose right to learn must be
respected.
SECTION 5. Every teacher has a right to invoke the
principle that appointments, promotions, and transfer of
teachers are made only on the basis of merit and needed
in the interest of the service.
SECTION 6. A teacher who accepts a position assumes a
contractual obligation to live up to his contract, assuming
full knowledge of employment terms and conditions.
ARTICLE VII SCHOOL OFFICIALS TEACHERS AND
OTHER PERSONNEL
SECTION 1. All school officials shall at all times show
professional courtesy, helpfulness and sympathy
towards teachers and other personnel, such practices
being standards of effective school supervision, dignified
administration, responsible leadership and enlighten
directions.
SECTION 2. School officials, teachers, and other school
personnel shall consider it their cooperative responsibility
to formulate policies or introduce important changes in
the system at all levels.
SECTION 3. School officials shall encourage and attend
the professional growth of all teachers under them such
as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing
them to participate in conferences in training programs.
“How shall the state enhance the right of teachers to
professional advancement?”
- By providing trainings and seminars to tecahers; by
providing sabbatical leave to teachers; by giving
scholarship to teachers
“What are the rights of a public school teacher?”
- Magna Carta
“How will the state ensure that teaching will attract
and retain its rightful share of the best available
talents?”
- Through adequate remuneration and other means of
job satisfaction and fulfillment.
SECTION 4. No school officials shall dismiss or
recommend for dismissal a teacher or other subordinates
except for cause.
SECTION 5. School authorities concern shall ensure that
public school teachers are employed in accordance with
pertinent civil service rules, and private school teachers
are issued contracts specifying the terms and conditions
of their work; provided that they are given, if qualified,
subsequent permanent tenure, in accordance with existing
laws.
ARTICLE VIII THE TEACHERS AND LEARNERS
SECTION 1. A teacher has a right and duty to determine
the academic marks and the promotions of learners in the
subject or grades he handles, such determination shall be
in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint,
teachers concerned shall immediately take appropriate
actions, of serving due process.
SECTION 2. A teacher shall recognize that the interest
and welfare of learners are of first and foremost concerns,
and shall deal justifiably and impartially with each of them.
SECTION 3. Under no circumstance shall a teacher be
prejudiced nor discriminated against by the learner.
SECTION 4. A teacher shall not accept favors or gifts from
learners, their parents or others in their behalf in exchange
for requested concessions, especially if undeserved.
SECTION 5. A teacher shall not accept, directly or
indirectly, any remuneration from tutorials other what is
authorized for such service.
SECTION 6. A teacher shall base the evaluation of the
learner’s work only in merit and quality of academic
performance.
SECTION 7. In a situation where mutual attraction and
subsequent love develop between teacher and learner,
the teacher shall exercise utmost professional discretion
to avoid scandal, gossip and preferential treatment of the
learner.
SECTION 8. A teacher shall not inflict corporal
punishment on offending learners nor make deductions
from their scholastic ratings as a punishment for acts
which are clearly not manifestation of poor scholarship.
SECTION 9. A teacher shall ensure that conditions
contribute to the maximum development of learners are
adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.
ARTICLE IX THE TEACHERS AND PARENTS
SECTION 1. Every teacher shall establish and maintain
cordial relations with parents, and shall conduct himself
to merit their confidence and respect.
SECTION 2. Every teacher shall inform parents, through
proper authorities, of the progress and deficiencies of
learner under him, exercising utmost candor and tact in
pointing out learners deficiencies and in seeking parent’s
cooperation for the proper guidance and improvement of
the learners.
SECTION 3. A teacher shall hear parent’s complaints
with sympathy and understanding, and shall discourage
unfair criticism.
ARTICLE X THE TEACHER AND BUSINESS
SECTION 1. A teacher has the right to engage, directly
or indirectly, in legitimate income generation; provided
that it does not relate to or adversely affect his work as a
teacher.
SECTION 2. A teacher shall maintain a good reputation
with respect to the financial matters such as in the
settlement of his debts and loans in arranging
satisfactorily his private financial affairs.
SECTION 3. No teacher shall act, directly or indirectly, as
agent of, or be financially interested in, any commercial
venture which furnish textbooks and other school
commodities in the purchase and disposal of which he
can exercise official influence, except only when his
assignment is inherently, related to such purchase and
disposal; provided they shall be in accordance with the
existing regulations; provided, further, that members of
duly recognized teachers cooperatives may participate in
the distribution and sale of such commodities.
ARTICLE XI THE TEACHER AS A PERSON

SECTION 1. A teacher is, above all, a human being
endowed with life for which it is the highest obligation to
live with dignity at all times whether in school, in the home,
or elsewhere.
SECTION 2. A teacher shall place premium upon
self-discipline as the primary principles of personal
behavior in all relationships with others and in all
situations.
SECTION 3. A teacher shall maintain at all times a
dignified personality which could serve as a model worthy
of emulation by learners, peers and all others.
SECTION 4. A teacher shall always recognize the
Almighty God as guide of his own destiny and of the
destinies of men and nations.
ARTICLE XII DISCIPLINARY ACTIONS
SECTION 1. Any violation of any provisions of this code
shall be sufficient ground for the imposition against the
erring teacher of the disciplinary action consisting of
revocation of his Certification of Registration and License
as a Professional Teacher, suspension from the practice
of teaching profession, reprimand or cancellation of his
temporary/special permit under causes specified in Sec.
23, Article III or R.A. No. 7836, and under Rule 31, Article
VIII, of the Rules and Regulations Implementing R.A.
7836.
ARTICLE XIII EFFECTIVITY
SECTION 1. This Code shall take effect upon approval by
the Professional Regulation Commission and after sixty
(60) days following it’s publication in the official Gazette or
any newspaper of general circulation, whichever is earlier.
PROPER DECORUM FOR TEACHERS
Decorum for Teachers
 Introduce yourself to your students as you wish to be
addressed by them.
 Keep your association with students on a to discuss such topics, but it can be very easy to
business-like basis.
 Do not allow unwanted familiarity.
 Keep your vital statistics to yourself.
 Keep your personal life and problems to yourself.
 Respect your students.
 Avoid talking about other teachers and other
students.
 Do not engage in verbal battle with your students.
 Avoid being alone with students of the opposite sex
a great deal a time.
 Do not embarrass students by making personal
remarks.
 Be just and consistent in your dealings with
students.
 Use extreme caution in making promises to your
students.
 Expect proper behavior from your students.
 Dress appropriately and conduct yourself properly
with students.
 Keep yourself within the limits of your authority.
 Keep your sense of humor.
 Be approachable to your students.
 Give students credit when credit is due.
 Set reasonable standards and expect your students
to live up with them.
Etiquette Tips for Professional Teachers
General Professional Etiquette Tips (non-teaching
staff, administrators, parents)
 Attire: Wear decent attire. (not too tight and/or too
revealing).
 Respect: Respect others as you respect yourself.
 Punctuality: Abide by the school's contracted
hours for teachers and show up on time (even early)
for all work functions. If you do need to leave early,
let your administrator know ahead of time.
 Effectiveness: Use work time effectively and
appropriately.
 Behavior in meetings: Engage in respectful
behavior during all school meetings.
 Communication: Proofread all professional
documents before you submit them. Avoid blatant
spelling errors and grammar mistakes.
 Discretion: Use discretion when talking about
students and anything confidential with other
teachers. There are situations where it's appropriate
gossip. Don't fall into this trap.
 Avoid cliques: Set a good example for your
students.

 Social media communication: Keep school talk

away from public forums. Not only is it not
professional, but you never know who might be
reading.

PHILIPPINE ROFESSIONAL STANDARDS FOR

TEACHERS

7 DOMAINS OF TEACHING

B - BEGINNING TEACHER

P - PROFICIENT TEACHER

H - HIGHLY PROFICIENT TEACHER

D - DISTINGUISHED TEACHER

1. CRITICAL KNOWLEDGE AND PEDAGOGY

STRAND 1.1 Content Knowledge and its Application

within and across Curriculum Areas

B - Content knowledge and its application within and

across curriculum areas

P - Demonstrate content knowledge and its application

within and/or across curriculum teaching areas.
H - Apply knowledge of content within and across
curriculum teaching areas.

D - Model exemplary practice to improve the applications

of content knowledge within and across curriculum
teaching areas.

STRAND 1.2 Research-based Knowledge and

Principles of Teaching and Learning

B - Demonstrate an understanding of research based

knowledge and principles of teaching and learning.

P - Use research-based knowledge and principles of

teaching and learning to enhance professional practice.
H - Collaborate with colleagues in the conduct and
application of research to enrich knowledge of content and
pedagogy.
D - Lead colleagues in the advancement of the art and
science of teaching based on their comprehensive
knowledge of research and pedagogy.
STRAND 1.6 Mother Tongue, Filipino and English in
Teaching and Learning
B - Use Mother Tongue, Filipino and English to facilitate
teaching and learning.
P - Display proficient use of Mother Tongue, Filipino and
English to facilitate teaching and learning.

H - To develop the learners’ pride of their language,

heritage and culture.
STRAND 1.3 Positive use of ICT
D - To facilitate the learners’ language, cognitive and
B - Show skills in the positive use of ICT to facilitate the academic development and to foster pride of their
teaching and learning process. language, heritage and culture

P - Ensure the positive use of ICT to facilitate the teaching

and learning process.
H - Promote effective strategies in the positive use of ICT
to facilitate the teaching and learning process.
D - Mentor colleagues in the implementation of policies to
ensure the positive use of ICT within or beyond the school.
STRAND 1.7 Classroom Communication Strategies
B - Demonstrate an understanding of the range of verbal
and non-verbal classroom communication strategies
P - Use effective verbal and non-verbal classroom
communication strategies

H - Display a wide range of effective verbal and

STRAND 1.4 Strategies for Promoting Literacy and non-verbal classroom communication strategies
Numeracy
D - Exhibit exemplary practice in the use of effective
B - Demonstrate knowledge of teaching strategies. verbal and non-verbal classroom communication
P - Use a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills.
2. LEARNING ENVIRONMENT
H - Evaluate with colleagues the effectiveness of teaching
strategies

D - Model a comprehensive selection of effective teaching PPST Domain 2: Learning Environment

strategies
STRAND 1.5 Strategies for Developing Critical and
Creative Thinking, as well as other HOTS
 Highlights the role of teachers to provide learning
environments that are safe, secure, fair and
supportive in order to promote learner responsibility
and achievement.
 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.

Strand 2.1 Learner safety and security
 The Department of Education reiterates that there is
no place for violence, drug-use/abuse, sexual
harassment and other criminal acts in schools as it
poses a serious barrier to learning. There is great
focus on the inculcation of values and ethics and of a
just and caring society within schools and
communities.
 Interventions have focused on addressing elements
of physical infrastructure related to proper fencing,
resilience-building and the strengthening of
partnerships with relevant stakeholders.
B - Demonstrate knowledge of policies, guidelines and
procedures that provide safe and secure learning
environments.
P - Establish safe and secure learning environment to
enhance learning through the consistent implementation
of policies, guidelines and procedures
H - Exhibit effective strategies that ensure safe and secure
learning environments to enhance learning through the
consistent implementation of policies, guidelines and
procedures.
D - Apply comprehensive knowledge and act as a
resource person for, policies, guidelines and procedures
that relate to the implementation of safe and secure
learning environments for learners.
Strand 2.2 Fair learning environment
 This element is concerned with the teacher's ability to
create a learning environment within the classroom
that promotes fair and respectful teacher-student and
student- student interactions
 Teachers demonstrate fairness and respect by
providing all students with access to learning and by
encouraging them
B - Demonstrate understanding of learning environments
that promote fairness, respect and care to encourage
learning.
P - Maintain learning environments that promote fairness,
respect and care to encourage learning.
H - Exhibit effective practices to foster learning
environments that promote fairness, respect and care to
encourage learning.
D - Advocate and facilitate the use of effective practices to
foster learning environments that promote fairness,
respect and care to encourage learning.
Strand 2.3 Management of classroom structure and
activities
 Learning activities are those in which actual student
learning occurs through Interactivity (with
Others),Critical Thinking, Problem Solving,
Reflection and the like
 Learning activities must also be designed so that the
learning leads to the achievement of the objectives
and program outcomes. Activity design is the
process by which learning experiences are planned
to systematically accomplish those goals.
B - Demonstrate knowledge of managing classroom
structure that engages learners, individually or in groups,
in meaningful exploration, discovery and hands-on
activities within the available physical learning
environments.
P - Manage classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments.
H - Work with colleagues to model and share effective
techniques in the management of classroom structure to
engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a
range of physical learning environments.
D - Model exemplary practices in the management of
classroom structure and activities, and lead colleagues at
the whole-school level to review and evaluate their
practices.
Strand 2.4 Support for learner participation
 Encouraging Class Participation. Class participation
is an important aspect of student learning. When
students speak up in class, they learn to express
their ideas in a way that others can understand.
When they ask questions, they learn how to obtain
information to enhance their own understanding of a
topic.
B - Demonstrate understanding of supportive learning
environments that nurture and inspire learner
participation.
P - Maintain supportive learning environments that
nurture and inspire learners to participate, cooperate and
collaborate in continued learning.
H - Work with colleagues to share successful strategies
that sustain supportive learning environments that
nurture and inspire learners to participate, cooperate and
collaborate in continued learning.
D - Facilitate processes to review the effectiveness of the P - Manage learner behavior constructively by applying
school’s learning environment to nurture and inspire positive and non-violent discipline to ensure learning
learner participation. focused environments.

H - Exhibit effective and constructive behavior

Strand 2.5 Promotion of purposive learning
 According to Tolman's theory of sign learning, an
organism learns by pursuing signs to a goal, i.e.,
learning is acquired through meaningful behavior.
 Tolman's theorizing has been called purposive
behaviorism and is often considered the bridge
between behaviorism and cognitive theory
management skills by applying positive and non-violent
discipline to ensure learning focused environments.
D - Provide leadership in applying a wide range of
strategies in the implementation of positive and
non-violent discipline policies/procedures to ensure
learning-focused environments.

 A more purposive learning approach may more 3. DIVERSITY OF LEARNERS

constructively promote the long-held goal of
liberation-based learning. A more pro-social
state-of-being may be realized with designed
e-learning assignments that promote learner empathy,
reveal the limits of human nature, and provide
supports for initial steps towards social acceptance

B - Demonstrate knowledge of learning environments that

motivate learners to work productively by assuming
responsibility for their own learning.

P - Apply a range of successful strategies that maintain

learning environments that motivate learners to work
productively by assuming responsibility for their own
learning.

H - Model successful strategies and support colleagues in

promoting learning environments that effectively motivate
learners to work productively by assuming responsibility
for their own learning.
Mga Baby Boomers
D - Lead and empower colleagues in promoting learning (Ipinanganak sa taong 1946-1964)
environments that effectively motivate learners to achieve
 Lumaki sa panahong papaunlad ang ekonomiya
quality outcomes by assuming responsibility for their own
matapos ang Ika-2 Giyerang Pandaigdigan.
learning.
 Mula sa mga pamilyang may matatag na nukleyar
na istraktura; ang ina ay nananatili sa tahanan.
Strand 2.6 Management of learners’ behavior
 Nais nilang maramdamang sila ay pinahahalagahan
 Behavior management is similar at kailangan ng iba.
to behavior modification. ... Behavior
 Kompetitiv, positibo, at nakapokus sa personal na
management include all of the actions and conscious
pagtatagumpay.
in actions to enhance the probability people,
individually and in groups, choose behaviors which
are personally fulfilling, productive, and socially
acceptable. Ang Generation X
(Ipinanganak sa taong 1965-1979)
 Skills such as effective classroom management are
central to teaching and require "common sense,"  Lumaki sa iba’t ibang katayuan; karamihan ay
consistency, an often undervalued teacher behaviour, mayroong mga magulang naghiwalay; ang ina ay
a sense of fairness, and courage. These skills also nagtatrabaho para sa pamilya
require that teachers understand in more than one
 Seryoso sa trabaho; praktiko magdesisyon para
way the psychological and developmental levels of
matapos ang mga gawain
their students.
 Nagtatrabaho para mabuhay, hindi nabubuhay
para magtrabaho
B - Demonstrate knowledge of positive and non-violent
discipline in the management of learners’ behavior.
 Nagpapalipat-lipat ng trabaho para matiyak ang  Can be passive aggressive or overtly aggressive
pangangailangan ng pamilya
 Have negative attitude

 Have attendance problems

Ang Generation Y
(Ipinanganak sa taong 1980-1995)  Are “at risk”

 The Millenials Catfish

 Ipinanganak sa panahon ng kaginhawaan  Go with the flow

 Sila ang mga anak ng mga Baby Boomers na  Are usually good-natured, but have limited
nagbigay sa kanila ng lahat ng naisin nila at nang motivation
buong atensyon  Are social beings
 Mataas ang kumpiyansa sa sarili  Tend to cooperate; follow MOST rules
 Nakapaglaan ng buong oras para sa pag-aaral  Perform to the average or just enough to stay out of
trouble with mom/dad

Ang Generation Z Goldfish

(Ipinanganak sa taong 1996 …)
 hindi nila nakikilala ang isang daigdig na walang ang
Internet, mga cellphone o iPods;
 ang isang makabuluhang bahagi ng henerasyon na
ito ay ang kanyang laganap na paggamit ng internet
mula sa batang edad;
 Are in the top 10-15% of their class
 Are “teacher pleasers”
 Are highly motivated to perform well
 Show enthusiasm for learning
 May be “over achievers” and /or high achievers

Pre-Planning Strategies

1. Determine the learning styles of your students

2. Determine reading levels/skills of students

3. Inventory access to technology

4. Connect writing to what is being taught

5. Focus on academic expectations and core content

We can trace out-of-control behaviors to a variety of 6. Establish a variety of instructional strategies
factors:

 The physical and emotional climate of the child's

home and neighborhood

 The amount of stability and consistency in the child’s STRAND 3.2 Learners’ linguistic, cultural,
family socio-economic and religious backgrounds

 The parenting styles of the child’s parents

 The power and influence of peers in a child’s life* Language Diversity

 The positive and negative role models available to  MTB-MLE: use and sustain the first language
the child
 Immersion programs: emphasize rapid transition to
 The child’s exposure to violent media English

 The child’s emotional and physical health
 The child’s own attitude toward his/her anger*
Piranha
 Are usually the “trouble-makers”
 English as a Second/Third Language (ESL)
programs: focus on English in academic subjects
 Transition programs: maintain first language while
students learn English
Bilingual Education
 Controversial because critics fear the loss of English assessments that are responsive to differences
as Philippine language among students that promote all students’ learning

 Proponents claim it is effective, humane, and  Appreciate the uniqueness of each person and
practical. mutual respect for all.

 Critics claim it is divisive, ineffective, and inefficient. Socio-Economic Status (SES)

Cultural Attitudes, Values, & Interaction Patterns Gender Bias

 Learned at home and in neighborhood
 Influence school success, both positively
negatively
 Require both teacher sensitivity and adaptability
Educational Responses to Cultural Diversity
 Multicultural education: a variety of strategies
schools use to accommodate cultural differences in
teaching and learning
 salad bowl or mosaic versus melting pot
 Culturally responsive teaching: Instruction that
acknowledges and accommodates cultural diversity
 Accepting and valuing cultural differences
 Accommodating different cultural interaction
patterns
 Building on students’ cultural backgrounds
 Discrimination
 "Sitting in the same classroom, reading the same
textbook, listening to the same teacher, boys and
and girls receive very different educations" (Sadker,
1994). In fact, upon entering school, girls perform
equal to or better than boys on nearly every
measure of achievement, but by the time they
graduate high school or college, they have fallen
behind (Sadker, 1994).
 Across the country, boys have never been in more
trouble: They earn 70 percent of the D's and F's that
teachers dole out. They make up two thirds of
students labeled "learning disabled." They are the
culprits in a whopping 9 of 10 alcohol and drug
violations and the suspected perpetrators in 4 out of
5 crimes that end up in juvenile court. They account
for 80 percent of high school dropouts and attention
deficit disorder diagnoses (Mulrine, 2001).
Guidelines for Working with All Learners
 Have students copy assignments for the week into a
folder kept in their notebooks or calendar; post
assignments on a board.

 Maintain consistency in your expectations.

STRAND 3.3 Learners with disabilities, giftedness and
 Maintain consistency in your responses.
talents
 Plan interesting learning activities that help students
 Because all students have special needs, they must
connect what is being learned with the real world.
be acknowledged and taught appropriately.
 Plan which questions you want to ask students so
 Remember the 8 areas for teaching styles, learning
that they may answer with confidence.
styles, and multiple intelligences.

 Talino
STRAND 3.4 LEARNERS IN DIFFICULT
 Istilo ng pagkatuto
CIRCUMSTANCE
Guidelines for Working with Special Needs Learners

 Adapt and modify materials and procedures to

address the special needs of each student.

 Break complex learning into simpler components,

moving from the most concrete to the abstract
(Piaget’s concrete to formal operations).

 Be aware of everything that is going on in the

classroom at all times, monitoring students for signs
of restlessness, frustration, anxiety, or off-task
behavior. Be ready to refocus and reassign
students.

Culturally Relevant Teaching

 Teachers understand student diversity and know how

to plan and teach learning experiences and design
STRAND 3.5 LEARNERS FROM INDIGENOUS GROUP P - Plan, manage and implement developmentally
sequenced teaching and learning process to meet
Cultural Attitudes, Values, & Interaction Patterns curriculum requirements and varied teaching contexts.
 Learned at home and in neighborhood H - Develop and apply effective strategies in the planning
 Influence school success, both positively and and management of developmentally sequenced
negatively teaching and learning process to meet curriculum
requirements and varied teaching contexts.
 Require both teacher sensitivity and adaptability
D - Model exemplary practice and lead colleagues in
enhancing current practices in the planning and
management of developmentally sequenced teaching
and learning process.

Strand 4.2 Learning outcomes aligned with learning

competencies

B - Identify learning outcomes that are aligned with

learning competencies.

P - Set achievable and appropriate learning outcomes

that are aligned with learning

competencies.

H - Model to colleagues the setting of achievable and

challenging learning outcomes that are aligned with
learning competencies to cultivate a culture of excellence
for all learners.

D - Exhibit high-level skills and lead in setting achievable

and challenging learning outcomes that are aligned with
learning competencies towards the cultivation of a
culture of excellence for all.

Strand 4.3 Relevance and responsiveness of

4. CURRICULUM AND PLANNING.
learning programs

B - Demonstrate knowledge in the implementation of

relevant and responsive learning programs.

P - Adapt and implement learning programs that ensure

relevance and responsiveness to the needs of all
learners.

H - Work collaboratively with colleagues to evaluate the

design of learning programs that develop the knowledge
and skills of learners at different ability levels.

D - Provide advice in the design and implementation of

relevant and responsive learning programs that develop
the knowledge and skills of learners at different ability
levels.

Strand 4.4 Professional collaboration to enrich

teaching practice

B - Seek advice concerning strategies that can enrich

Strand 4.1 Planning and management of teaching and
teaching practice.
learning process
P - Participate in collegial discussions that use teacher
B - Prepare developmentally sequenced teaching and
and learner feedback to enrich teaching practice.
learning process to meet curriculum requirements.
H - Review with colleagues, teacher and learner feedback
to plan, facilitate, and enrich teaching practice.
D - Lead colleagues in professional discussions to plan
and implement strategies that enrich teaching practice.
Strand 4.5 Teaching and learning resources including
ICT
B - Show skills in the selection, development and use of a
variety of teaching and learning resources, including ICT,
to address learning goals.
P - Select, develop, organize and use appropriate
teaching and learning resources, including ICT, to address
learning goals.
H - Advise and guide colleagues in the selection,
organization, development and use of appropriate
teaching and learning resources, including ICT, to address
specific learning goals
D - Model exemplary skills and lead colleagues in the
development and evaluation of teaching and learning
resources, including ICT, for use within and beyond the
school.
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
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.
LEARNER ATTAINMENT DATA
 Evidence of learning, progress or achievement in
learner performance reflected in various
assessment results, portfolios, class records and
report card
LEARNING OUTCOMES
 Products and performance targets through which
students demonstrate the knowledge, skills and
attitudes they have learned

5. ASSESSMENT AND REPORTING

 Domain 5 relates to processes associated with a STRAND 5.1 Design, selection, organization and
variety of assessment tools and strategies used by utilization of assessment strategies
teachers in monitoring, evaluating, documenting and B - Demonstrate knowledge of the design, selection,
reporting learners’ needs, progress and achievement.
organization and use of
 This Domain concerns the use of assessment data in
a variety of ways to inform and enhance the teaching diagnostic, formative and summative assessment
and learning process and programs. strategies consistent with

 It concerns teachers providing learners with the curriculum requirements

necessary feedback about learning outcomes. This
feedback informs the reporting cycle and enables P - Design, select, organize and use diagnostic,
teachers to select, organize and use sound formative
assessment processes. and summative assessment strategies consistent with
ASSESSMENT DATA curriculum requirements
 Learner data obtained from diagnostic, formative H - Work collaboratively with colleagues to review the
and/or summative assessment practices design, selection, organization and use
DIAGNOSTIC ASSESSMENT of a range of effective
 Assesses what the learner already knows prior to diagnostic, formative and summative assessment
instruction. It also analyzes the nature of difficulties strategies consistent with
and misconceptions that the learner might have,
which, if undiagnosed, might affect their learning of curriculum requirements.
newer concepts. Based on DepEd Order No. 8, s.
D - Lead initiatives in the
2015, there are only two types of classroom
assessment, namely, formative and summative. evaluation of assessment
Formative assessment already covers diagnostic
assessment. policies and guidelines that

FORMATIVE ASSESSMENT relate to the design, selection, organization and use of

effective diagnostic, formative and summative
 Refers to a wide variety of methods that teachers use assessment strategies consistent with curriculum
to conduct in-process evaluations of student requirements

STRAND 5.2 Monitoring and evaluation of learner
progress and achievement
 The only way for teachers and schools to identify
which students can demonstrate proficiency on
content standards is to continuously assess and
monitor students as part of their classroom instruction.
Teachers must know on a day to day basis where
their students are in relation to the content standards
to have the necessary information to inform
instruction. Schools have to identify the student
achievement data they need to collect to determine if
they are making progress toward the attainment of
their priority goals.
B - Demonstrate knowledge of monitoring and
evaluation of learner progress and achievement using
learner attainment data.
P - Monitor and evaluate learner progress and
achievement using learner attainment data
H - Interpret collaboratively monitoring and evaluation
strategies of attainment data to support learner progress
and achievement.
D - Provide advice on, and mentor colleagues in the
effective analysis and use of learner attainment data
STRAND 5.3 Feedback to improve learning
B - Demonstrate knowledge of providing timely, accurate
and constructive feedback to
improve learner performance.
P - Use strategies for
providing timely, accurate and constructive feedback to
improve learner performance
H - Use effective strategies for providing timely, accurate
and constructive feedback to encourage learners to reflect
on and improve their own learning.
D - Exhibit exemplary skills and lead initiatives to support
colleagues in applying strategies that effectively provide
timely, accurate and constructive feedback to learners to
improve learning achievement.
STRAND 5.4 Communication of learner needs,
progress and achievement to key stakeholders
B - Demonstrate familiarity with a range of strategies for
communicating learner needs, progress and achievement
P - Communicate promptly and clearly the learners’ needs,
progress and achievement to key stakeholders, including
parents/guardians.
H - Apply skills in the effective communication of learner
needs, progress and achievement to key stakeholders,
including parents/guardians
D - Share with colleagues a wide range of strategies that
ensure effective communication of learner needs,
progress and achievement to key stakeholders, including
parents/guardians.
STRAND 5.5 Use of assessment data to enhance
teaching and learning practices and programs
B - Demonstrate an understanding of the role of
assessment data as feedback in teaching and learning
practices and programs
P - Utilize assessment data to inform the modification of
teaching and learning practices and programs.
H - Work collaboratively with colleagues to analyze and
utilize assessment data to modify practices and
programs to further support learner progress
and achievement.
D - Lead colleagues to explore, design and implement
effective practices and programs using information
derived from assessment data
6. COMMUNITY LINKAGES AND PROFESSIONAL
ENGAGEMENT
COMMUNITY LINKAGES
 Is a community partnership which includes every
formal arrangement a school can make with an
individual, association, private sector organization or
public institution to provide a program, service or
resource that will help support student achievement.
PROFESSIONAL DEVELOPMENT
 enables educators to develop the knowledge and
skills they need to address students' learning
challenges. ... Professional development is not
effective unless it causes teachers to improve their
instruction or causes administrators to become
better school leaders.
STRAND 6.1 Establishment of Learning
Environments that are Responsive to Community
Contexts
B - Demonstration and Analyzation. Demonstrate an
understanding of knowledge of learning environments
responsive to community contexts
P - Maintainance and Consistency. Maintain learning of
environment responsive to community contexts
H - Reflection and Evaluation. Reflect on and evaluate
learning environments that are responsive to community
contexts
D - Practice and Empowerment. Model exemplary
practice and empower colleagues to establish learning
environments that are responsive to community contexts
STRAND 6.2 Engagement of parents and the wider
school community in the Educative Process
B - Seek advice concerning strategies that build
relationships with parents/guardians and the wider
community
P - Seek advice concerning strategies that build
relationships with parents/guardians and the wider
community
H - Guide Colleagues to strengthen relationship with
parents and guardian and the wider school community to
maximize their involvement in the educative process
D - Lead in consolidating networks that strengthen
relationship with parents/guardians and the wider school
community to maximize their involvement in the educative
process
1. Smile When You See Parents
Greet them. Most parents only occasionally interact with
teachers so make sure that at least 90 percent of your
encounters with them are positive, warm, and friendly.
2. Learn Parents’ Names
Learn how they like to be addressed.
3. Declare Your Intention
Tell them that you want to partner with them, that you
appreciate their support, and look forward to working
together.
4. Communicate Often and in Various Forms
Provide information about what's going on in your class;
what students are learning, what they've accomplished,
what you're excited about, what they're excited about, and
the learning and growth you're seeing. Suggest things that
they might ask their child about: "Ask them to tell you
about what they learned last week about meal worms," or
"Ask them to read you the haiku they wrote."
5. Make a Positive Phone Call Home
If you have a self-contained class, call all homes within the
first couple of weeks and then at regular intervals
throughout the year. If you teach many students, identify
those students who perhaps need a positive call home.
6. Lead with the Good News
Give positive praise first when calling parents or meeting
with them to discuss a concern. Every kid has something
good about him/her. Find it. Share it. Then share your
concern. Adhere strictly to this rule.
STRAND 6.3 Professional ethics
B - Demonstrate awareness of existing laws and
regulations that apply to the teaching profession
P - Review regularly personal teaching practice using
existing laws and regulations that apply to the teaching
profession
H - Discuss with colleagues teaching and learning
practices
D - Lead colleagues in the regular review of existing
codes, laws and regulations that apply to the teaching
profession
STRAND 6.4 School Policies and Procedures
B - Demonstrate knowledge and understanding of school
policies and procedures to foster harmonious
relationship with the wider school community
P - Comply with and implement school policies and
procedures consistently to
foster harmonious relationships with learners, parents,
and other stakeholders.
H- Exhibit commitment to
and support teachers in the implementation of school
policies and procedures to foster harmonious
relationships with learners, parents and others
takeholders.
D - Evaluate existing school policies and procedures to
make them more responsive to
the needs of the learners, parents and other
stakeholders
7. PERSONAL GROWTH AND PROFESSIONAL
DEVELOPMENT
 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
Strand 7.1 Philosophy of Teaching
B - Articulate a personal philosophy of teaching that is
learner-centered.
P - Apply a personal philosophy of teaching that is
learner-centered.
H - Manifest a learner centered teaching philosophy in
various aspects of practice and support colleagues in
enhancing their own learner-centered teaching
philosophy.
D - Model a learner-centered teaching philosophy through
teaching practices that stimulate colleagues to engage in
further professional learning
Strand 7.2 Dignity of teaching as a profession
B - Demonstrate behaviors that uphold the dignity of
teaching as a profession by exhibiting qualities such as
caring attitude, respect and integrity
P - Adopt practices that uphold the dignity of teaching as a
profession by exhibiting qualities such as caring attitude,
respect and integrity
 Join an online community
 Sharing of ideas and getting feedback from
like minded people is much easier in a
community setting. Join communities related to
your field. Don’t forget to join communities from
other fields that interest you. Communities like
Google+ and Twitter provide information about
upcoming online events and are great places to
network and connect with others. You could
also join the educator’s PLN
(http://edupln.ning.com) but keep in mind that
these are mostly educators and not industry
professionals.
 Meet up groups

H - Identify and utilize personal professional strengths to
uphold the dignity of teaching as a profession to help build
a positive teaching and learning culture within the school.
D - Act as a role model and advocate for upholding the
dignity of teaching as a profession to build a positive
teaching and learning culture within and
 Social media platforms
beyond the school
Strand 7.3 Professional links with colleagues
B - Seek opportunities to establish professional links with
colleagues
P - Participate in professional networks to share
knowledge and to enhance practice
 Webinars
H - Contribute actively to professional networks within and
between schools to improve knowledge and to enhance
practice.
D - Take a leadership role in supporting colleagues’
engagement with professional networks within and across
schools to advance knowledge and practice in identified
areas of need.
 Not everything needs to be happening online
though. Meet ups are groups of people sharing
common interest who either meet up in real
world or meet up virtually. For example, a
history teacher can create a meet up group for
historians and writers..
 Create a professional profile on Twitter,
LinkedIn and Google+. Join your colleagues,
peers and other professionals. There’s already
a lot going on online and you can benefit from
that. Participate as an active member in
discussions and provide valuable and well
researched input.
 Subscribe to webinars, online presentations
and conferences hosted by experts from
different fields. This platform provides a good
opportunity to learn new things. In addition,
you’ll connect with people that are essentially
after the same thing.

25 Ways Teachers Can Connect More With Their

WHAT IS PROFESSIONAL LEARNING NETWORK? Colleagues

 meant for all those who want to keep learning and 1. Get on the same page
exchanging knowledge
2. Teach and Learn from each other
How educators can extend their learning network?
3. Collaborate on Lesson Plans
 Spread your knowledge
4. Share what works
 Sharing is caring, as they say. By sharing
5. Start a Blog
information and knowledge your PLN grows
organically. People read about what you have to 6. Build your own social network
offer and gradually get interested in learning
more from you. They join your network, interact 7. Take on Big Projects
with you and become a part of your community. 8. Get Feedback
Blogging is a great way to start sharing your
knowledge and your ideas as well. Gain people’s 9. Create a personal learning community
attention and provide them with genuine
knowledge. If you do that, they might be inclined 10. Schedule Weekly Get-togethers
to do the same. 11. Work Together To Solve Problems
12. Become a Teacher-leader PD Activities for Professional Growth

13. Keep your Door Open

14. Adopt a Team mentality  Action Research

15. Make time for chatting  Book Study

16. Ask for help  Classroom/School Visitation

17. Don’t skip the canteen  Collaborative Curriculum Development

18. Merge classrooms  Conference Audio Tapes

19. Try co-teaching  Conferences

20. Take classes together  Community/Service Organizations

21. Find a mentor  Curriculum Mapping

22. Put the Kibosh on negativity  Data Analysis

23. Don’t wait for others to make the first move  Examining Student Work

24. Be open to new ideas  Focused Conversations

25. Reach out to the larger educational community  Hosting a Student Teacher

 Integrated Curriculum Planning

 Internet Research

Strand 7.4 Professional reflection and learning to  Journaling

improve practice
B - Demonstrate an understanding of how professional  Lesson Study
reflection and learning can be used to improve practice  Leadership Development Programs
P - Develop a personal professional improvement plan  Mentors and Mentorship
based on reflection of one’s practice and ongoing
professional learning  Networks

H - Initiate professional reflections and promote learning  Online PD Programs

opportunities with colleagues to improve practice

D - Demonstrate leadership within and across school

contexts in critically evaluating practice and setting clearly
defined targets for professional development.

Strand 7.5 Professional Development Goals

B - Demonstrate motivation to realize professional

development goals based on the Philippine Professional

Standards for Teachers.

P - Set professional development goals based on the

Philippine Professional Standards for Teachers

H - Reflect on the Philippine Professional Standards for

Teachers to plan personal professional development
goals and assist colleagues in planning and achieving
their own goals.

D - Lead reforms in enhancing professional development

programs based on an in-depth knowledge and
understanding of the Philippine Professional Standards for
Teachers