Philippine Professional Standards for Teachers (PPST)

The PPST is a public statement of what teachers need to know, value, and be able to do
in their practice. It has four career stages: Beginning, Proficient, Highly Proficient, and
Distinguished. It is built on the National Competency-based Teacher Standards (NCBTS). It
comprises seven Domains and 37 Strands, and 37 Indicators for each Career Stage.

The Philippine Professional Standards for Teachers (PPST) shall be used as a basis for all
learning and development programs for teachers to ensure that teachers are properly equipped
to effectively implement the K to 12 Program. It can also be used for the selection and
promotion of teachers. All performance appraisals for teachers shall be based on this set of
standards.

The PPST was developed after major consultations with key stakeholders, particularly
the senior officials of the Department of Education. The wide consultations emphasized the
rethinking of the National Competency-Based Teacher Standards (NCBTS) because of changes
brought about by various national and global frameworks such as the K to 12 Reform and
ASEAN Integration, as well as globalization and the changing character of the 21st century
learners.

DepEd Order No. 42, s. 2017

NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS

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

2. The DepEd recognizes the importance of professional standards in the continuing

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

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

4. The PPST aims to:

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

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

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

5. The PPST shall be used as a basis for all learning and development programs for teachers to
ensure that teachers are properly equipped to effectively implement the K to 12 Program. It can
also be used for the selection and promotion of teachers. All performance appraisals for
teachers shall be based on this set of standards.

6. The regional offices shall be supported by their training and development personnel to
organize and orient all the schools divisions within their jurisdiction for the PPST. In addition, it
shall take charge of the monitoring and evaluation at the division level implementation. The
schools division office shall have the same functions and responsibilities in the school districts
and secondary schools.

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

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

LEONOR MAGTOLIS BRIONES

Secretary

Important Features of PPST

The PPST captures teacher quality requirements in the K to 12. Among others, it gives a focus
on:
(i) mother tongue to facilitate teaching and learning;
(ii) learners in difficult circumstances;
(iii) strategies for promoting literacy and numeracy;
(iv) positive use of ICT; and
(v) classroom communication strategies.

7 Domains of Philippine Professional Standards for Teachers (PPST)

Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
 4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs

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

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

Domain 7, Personal Growth and Professional Development, contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
 3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Career stages

Teacher professional development happens in a continuum from beginning to exemplary

practice. Anchored on the principle of lifelong learning, the set of professional standards for
teachers recognizes the significance of a standards framework that articulates developmental
progression as teachers develop, refine their practice and respond to the complexities of
educational reforms.
The following statements, which define the work of teachers at different career stages,
make explicit the elements of high-quality teaching for the 21st century. They comprise
descriptors that have been informed by teachers’ understandings of what is required at each of
the four Career Stages. The descriptors represent a continuum of development within the
profession by providing a basis for attracting, preparing, developing and supporting teachers.

Career Stage 1 or Beginning Teachers

Have gained the qualifications recognized for entry into the teaching profession. They
have a strong understanding of the subjects/areas in which they are trained in terms of content
knowledge and pedagogy. They possess the requisite knowledge, skills and values that support
the teaching and learning process. They manage learning programs and have strategies that
promote learning based on the learning needs of their students. They seek advice from
experienced colleagues to consolidate their teaching practice.

Career Stage 2 or Proficient Teachers

Are professionally independent in the application of skills vital to the teaching and
learning process. They provide focused teaching programs that meet curriculum and
assessment requirements. They display skills in planning, implementing, and managing learning
programs. They actively engage in collaborative learning with the professional community and
other stakeholders for mutual growth and advancement. They are reflective practitioners who
continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers

Consistently display a high level of performance in their teaching practice. They manifest
an in-depth and sophisticated understanding of the teaching and learning process. They have
high education-focused situation cognition, are more adept in problem solving and optimize
opportunities gained from experience. Career Stage 3 Teachers work collaboratively with
colleagues and provide them support and mentoring to enhance their learning and practice.
They continually seek to develop their professional knowledge and practice by reflecting on
their own needs, and those of their colleagues and students.

Career Stage 4 or Distinguished Teachers

 Embody the highest standard for teaching grounded in global best practices. They
exhibit exceptional capacity to improve their own teaching practice and that of others. They are
recognized as leaders in education, contributors to the profession and initiators of collaborations
and partnerships. They create lifelong impact in the lives of colleagues, students and others.
They consistently seek professional advancement and relevance in pursuit of teaching quality
and excellence. They exhibit commitment to inspire the education community and stakeholders
for the improvement of education provision in the Philippines.

Domains/ Strands/ Indicators for Different Career Stages

Domain 1. Content Knowledge and Pedagogy

Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles of teaching and learning. This
Domain encompasses teachers’ ability to apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current research

Beginning Proficient Highly Proficient Distinguished

Strands
Teachers Teachers Teachers Teachers

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

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

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

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

numeracy skills. literacy and and numeracy.

numeracy.

Strand 1.5 1.5.1 Apply teaching 1.5.2 Apply a range 1.5.3 Develop and 1.5.4 Lead colleagues
Strategies for strategies that of teaching apply effective in reviewing,
developing develop critical and strategies to teaching strategies to modifying and
critical and creative thinking, develop critical and promote critical and expanding their range
creative thinking, and/or other higher- creative thinking, creative thinking, as of teaching strategies
as well as other order thinking skills. as well as other well as other higher- that promote critical
higher-order higher-order order thinking skills. and creative thinking,
thinking skills thinking skills. as well as other higher-
order thinking skills.

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

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

Domain 2. Learning Environment

Domain 2 highlights the role of teachers to provide learning environments that are safe,
secure, fair and supportive in order to promote learner responsibility and achievement. This
Domain centers on creating an environment that is learning-focused and in which teachers
efficiently manage learner behavior in a physical and virtual space.
 Distinguished
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers
Teachers

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

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

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

Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain 2.4.3 Work with colleagues 2.4.4 Facilitate
Support for understanding of supportive learning to share successful strategies processes to review
learner supportive learning environments that that sustain supportive the effectiveness of
participation environments that nurture and inspire learning environments that the school's learning
nurture and inspire learners to participate, nurture and inspire learners environment to
learner participation. cooperate and to participate, cooperate and nurture and inspire
collaborate in continued collaborate in continued learner
learning. learning. participation.

Strand 2.5 2.5.1 Demonstrate 2.5.2 Apply a range of 2.5.3 Model successful 2.5.4 Lead and
Promotion of knowledge of learning successful strategies that strategies and support empower
purposive environments that maintain learning colleagues in promoting colleagues in
learning motivate learners to work environments that learning environments that promoting learning
 Distinguished
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers
Teachers

productively by motivate learners to effectively motivate learners environments that

assuming responsibility
for their own learning.
work productively by
assuming responsibility
for their own learning.
to work productively by
assuming responsibility for
their own learning.
effectively motivate
learners to achieve
quality outcomes by
assuming
responsibility for
their own learning.

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

Domain 3. Diversity of Learners

Domain 3 emphasizes the central role of teachers in establishing learning environments
that are responsive to learner diversity. This Domain underscores the importance of teachers’
knowledge and understanding of, as well as respect for, learners’ diverse characteristics and
experiences as inputs to the planning and design of learning opportunities

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
Teachers Teachers

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

Strand 3.2 3.2.1 Implement 3.2.2 Establish a learner- 3.2.3 Exhibit a learner- 3.2.4 Model

Strands Beginning Teachers
teaching strategies that
Learners' are responsive to the
linguistic, learners' linguistic,
cultural, cultural, socio-economic
socio- and religious
economic and backgrounds.
religious
backgrounds
Strand 3.3 3.3.1 Use strategies
responsive to learners
Learners with with disabilities,
disabilities, giftedness and talents.
giftedness and
talents
Strand 3.4 3.4.1 Demonstrate
Learners in understanding of the
difficult special educational needs
circumstances of learners in difficult
circumstances,
including: geographic
isolation; chronic illness;
displacement due to
armed conflict, urban
resettlement or disasters;
child abuse and child
labor practices.
Highly Proficient Distinguished
Proficient Teachers
Teachers Teachers
centered culture by using centered culture that exemplary
teaching strategies that promotes success by using teaching
respond to their linguistic, effective teaching strategies practices that
cultural, socio-economic that respond to their recognize and
and religious backgrounds. linguistic, cultural, affirm diverse
socioeconomic and religious linguistic,
backgrounds. cultural,
socioeconomic
and religious
backgrounds to
promote
learner
success.
3.3.2 Design, adapt and 3.3.3 Assist colleagues to 3.3.4 Lead
implement teaching design, adapt and colleagues in
strategies that are implement teaching designing,
responsive to learners with strategies that are adapting and
disabilities, giftedness and responsive to learners with implementing
talents. disabilities, giftedness and teaching
talents. strategies that
are responsive
to learners
with
disabilities,
giftedness and
talents.
3.4.2 Plan and deliver 3.4.3 Evaluate with 3.4.4 Model a
teaching strategies that are colleagues teaching range of high
responsive to the special strategies that are level skills
educational needs of responsive to the special responsive to
learners in difficult educational needs of the special
circumstances, including: learners in difficult educational
geographic isolation; circumstances, including: needs of
chronic illness; geographic isolation; learners in
displacement due to armed chronic illness; difficult
conflict, urban resettlement displacement due to armed circumstances,
or disasters; child abuse and conflict, urban resettlement including:
child labor practices. or disasters; child abuse and geographic
child labor practices. isolation;
chronic illness;
displacement
due to armed
conflict, urban
resettlement or
disasters; child
abuse and
 Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers

child labor
practices.

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

Domain 4. Curriculum and Planning

Domain 4 addresses teachers’ knowledge of and interaction with the national and local
curriculum requirements. This Domain encompasses their ability to translate curriculum content
into learning activities that are relevant to learners and based on the principles of effective
teaching and learning. It expects teachers to apply their professional knowledge to plan and
design, individually or in collaboration with colleagues, well-structured and sequenced lessons.
Distinguished
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers
Teachers

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

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

learning competencies. with learning competencies achievable and

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

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

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

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

and beyond the

school.

Domain 5. Assessment and Reporting

Domain 5 relates to processes associated with a variety of assessment tools and
strategies used by teachers in monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement. This Domain concerns the use of
assessment data in a variety of ways to inform and enhance the teaching and learning
process and programs.
Beginning Highly Proficient
Strands Proficient Teachers Distinguished Teachers
Teachers Teachers

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

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

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

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

Strand 5.5 5.5.1 Demonstrate 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead colleagues to
an understanding of assessment data to collaboratively with explore, design and
Use of the role of inform the colleagues to analyze implement effective
assessment data assessment data as modification of and utilize assessment practices and programs
to enhance feedback in teaching and learning data to modify practices using information
teaching and teaching and practices and and programs to further derived from assessment
learning learning practices programs. support learner progress data.
practices and and programs. and achievement.
programs
Domain 6. Community Linkages and Professional Engagement
Domain 6 affirms the role of teachers in establishing school-community partnerships
aimed at enriching the learning environment, as well as the community’s engagement in the
educative process. This Domain expects teachers to identify and respond to opportunities that
link teaching and learning in the classroom to the experiences, interests and aspirations of the
wider school community and other key stakeholders

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
Teachers Teachers

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

Strand 6.2 6.2.1 Seek advice 6.2.2 Build relationships 6.2.3 Guide colleagues to 6.2.4 Lead in
concerning strategies that with parents/guardians strengthen relationships consolidating
 Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers

Engagement build relationships with and the wider school with parents/guardians and networks that
of parents and parents/guardians and the community to facilitate the wider school strengthen
the wider wider community. involvement in the community to maximize relationships with
school educative process. their involvement in the parents/guardians
community in educative process. and the wider
the educative school community
process to maximize their
involvement in
the educative
process.

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

Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with and 6.4.3 Exhibit commitment 6.4.4 Evaluate
knowledge and implement school policies to and support teachers in existing school
School understanding of school and procedures the implementation of policies and
policies and policies and procedures to consistently to foster school policies and procedures to
procedures foster harmonious harmonious relationships procedures to foster make them more
relationship with the with learners, parents, and harmonious relationships responsive to the
wider school community. other stakeholders. with learners, parents and needs of the
other stakeholders. learners, parents
and other
stakeholders.
Domain 7. Personal Growth and Professional Development
Domain 7 focuses on teachers’ personal growth and professional development. It
accentuates teachers’ proper and high personal regard for the profession by maintaining
qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. This
Domain values personal and professional reflection and learning to improve practice. It
recognizes the importance of teachers’ assuming responsibility for personal growth and
professional development for lifelong learning.
 Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers

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

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

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

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

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