Appendix L- Republic Act No 9293 209

APPENDIX L

Republic Act No. 9293

April21,2004
Republic of the Philippines
Congress of the Philippines
Metro Manila

Twelfth Congress
Third Regular Session
Begun and held in Metro Manila, on
Monday, the twenty-eighth day of July, two thousand three.
[REPUBLIC ACT NO. 9293]
AN ACT AMENDING CERTAIN SECS
OF REPUBLIC ACT
EIGHT HUNDRED AND THIRTY-SLX (R.A. NO. NUMBERED SEVENTY
"PHILIPPINE TEACHERS PROFESSIONALIZATION7836), OTHERWISE KNOWN
ACT OF
AS THE
1994"
Be it enacted by the Senate amd House
assembled:
of Representatives of the Philippines in Congress

SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is

hereby amended as follows:
"SEC. 15. Qualification Requirements of Applicants. No
examination unless, on the date of
-

applicant shall be admitted to take the

filing of the application, he shall have complied with the
following requirements:

e) A graduate of a school, college or

university recognized by the government and possesses
the minimum educational qualifications, as follows:

(1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its
equivalent;

(2) For teachers in the elementary grades, a bachelor's degree in elementary education (BSEED)
or its cquivalent;

3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a
major and minor, or a bachelor degree in arts and sciences with at least eighteen (18) units in
professional education; and
4) For teachers of vocational and two-year technical courses, a bachelor's degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education."
210 ESSentials of Teacher Leadership - Appendix L- Republic Act No. 929

SEC 2. Section 26 of the same Act is hereby amended to read as follows

26. Kegistration and Exception. - No person shall engage in teaching and/or act as
a
or
proressional teacher as defined in this Act, whether in the prescho01, elementary secondary
teacher, and a holder of a valid
evel, unless the person is a duly registered professional
holder of a valia special/temporary
Certiicate of registration and a valid professional license or a
permit.

of the application and payment of the prescribed certificate of

fees, the
pon approval
Tegistration and professional license as a professional teacher shallbe issued without
examination as required in this Act to a qualified applicant, who is:

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission
and the Department of Education, Culture and Sports; or

(b) A registered professional teacher with the National Board for Teachers under the Department
of Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006.

Professional teachers who have not practiced their profession for the past five (5) years shall take
at least twelve (12) units of education courses, consisting of at least six (6) units of pedagogy and
six (6) units of content courses, or the equivalent training and number of hours, to be chosen
from a list of courses to be provided by the Board and the Department of Education, before they
can be allowed to practice their profession in the country.

Those who have failed the licensure examination for professional teachers, with a rating of not
lower than five percentage points from the passing general average rating, shall be eligible as
para-teachers upon issuance by the Board of a two-year special permit, renewable for a non-
extendible period of two (2) years. The para-teachers shall be assigned to areas where there is a
shortage or absence of a professional teacher, as identified and provided by the Department of
Education and the Autonomous Region for Muslim Mindanao (ARMM) education department to
the Board for professional teachers and to the Commission. The special permit shall indicate the
area of assignment of the para-teacher.

A special permit may also be issued by the Board to

a person who has excelled and
gained
international recognition and is a widely acknowledged expert in his or her respective field of
specialization."
SEC 3. Section 31 of the same Act is hereby amended to read as follows:

SEC. 31. Transitory Provision. -Special permits, with a

validity of the (3)
issued to para-teachers by the Board for Professional Teachers beforethree
and five (5) years,
effectivity of this Act
shall be allowed to expire based on the period granted therein:
permits with a validity of three (3) years may be renewed upon Provided, That only special
period of two (2) years." expiration for a non-extendibie
 Appendix L-Repubic Act No.
9293 211

SEC 4. References to the term

"Department of Education. Culture and Sports", in section
and section 25, and the term "DECS" in *
section 20, of the same Act, are hereby amenaed
as "Department of Education" and "DepEd", respectively.
SEC 5. Separability Clause. -

If, for any the

reason, any section
provis or
application of such section or provision to any ce is declared
person or
circumsta
unconstitutional or invalid, no other section or provision of this Act shall be aneulcu

SEC 6. Repealing Clause. - All laws, decrees, circulars, administrative orders, rnues aand
regulations, and other issuances which are inconsistent with the provisions of this Act & u
repealed or modified accordingly.

SEC 7. Effectivity. This Act shall take effect upon approval.

Approved,

(Sgd.) JOSE DE VENECIA

JR. Sgd.) FRANKLIN M.
Speaker of the House DRILON

of Representatives President ofthe Senate

No. 5411 was finally

This Act, which is consolidation
a Senate Bill No. 2698 and House Bill2004
of and February 7,
passed by the Senate and the House of Representatives on February 6,
2004, respectively.

(Sgd.) ROBERTO P.
(Sgd.) OSCAR G.
NAZARENO
Secretary General
YABES

House of Representatives Secretary ofthe Senate

21 2004
Approved: APR
(Sgd.) GLORIA MACAPAGAL-ARROYO

President of the Philippines

 42s 2017
Order No
M-Depka

212 Essentiah of Teacher Leadership-Appendis

wwiargyu ie

APPENDIX M

Phalippines
Republit of the
Bepartment of Edutation

11 AUG 2017

DepEd O RDER
No. 42.s. 2017
PHILIPPINE
IMPLEMENTATION
OF THE
NATIONAL ADOPTION AND TEACHERS
STANDARDS
POR
PROFESSIONAL

To: Undcrsecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents Schools Heads
and Secondary
and Private Elementary
Public
All Others Concerned
for teachers, the Department of
. In line with the new professional standards
Education Council (TEC), issues this
Teacher
Education (DepEd), through the of the Philippine
and Implementation
DepEd Order entitled National Adoption
Professional Standards for Teachers (PPST).

of professional standards in the

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

The changes brought about by various national and global frameworks such
3.
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
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
programs for teachers to ensure that teachers are properly equipped developme
to effecuve
implement the K to 12 Program. It can also be used for the selection and promot
of teachers. Al performance appraisals for teachers shall be
standards. based on this se

DepEd Complex, Meralco Avenue, Pasig City 1600 rdg o r . p

633-7 208/633-7228/632-1361 636-4876/637-6209**

 Appendix M- DepEd Order No. 42 s. 2017 213

6.
The regional offices shall be
personnel to
organize and orient all supported by
the the schools thelr hin their jurisdictio
e civision level imon,i t shall take charge of divS1 ring and
the monitoring and evaluation at
Tuncuorns and
ncuons and respo
evaluation
ntation. The schools division office shall have the same
responsibilities in the school districts and
7. sc
Tegonal ofñce tot h
the
nentation and related activities shall be done by the
Council. Ofice
C e of
the
of the Secretary through the Teacher Education
Secretary through
tne

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

LEONOR MAGTÓLIS BRIONES

Secretary

References:
None

To be indicated in the Perpetual Index

under the following subjects:

BASIC EDUCATION
POLICY
PROGRAMS
SCHOOLS
TEACHERS

implementation ofthe PPST

MCDJ RDO NauionalAdoption and
0675/July 25, 2017
 Philippine
Professional
Standards
for Teachers

UCATTG

C A

CONTENTS
Introduction
Role of teachers
Professional standards for teachers
Teacher quality in the Philippines
Career Stages

Professional Standards for Teachers

Glossary of Terms 24

Teachers was
The Philippine Professional Standards for
developed through the Research Center for Teacher Quality
Government.
(RCTQ) with support from the Australian

Teacher Education Council.

2017. Department of Education

Philippine Professional Standards for Teachers

 INTRODUCTIONN
Role of teachers

Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values,

progress. This is in consonance with the Department of Education vision

with 21" century skills, and able to propel the country to development and
equipped
of producing: "Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation" (DepED Order No. 36, s. 2013).

Evidences show unequivocally that good teachers are vital to raising student achievement, i.e., quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building.

The changes brought about by various national and global frameworks such as the K to 12 Reform and the ASEAN integration, globalization, and the
changing character of the 21st century learners necessitate improvement and adaptability of education, and a call for the rethinking of the current teacher
standards.

Professional standards for teachers

The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework of teacher quality, the
National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s.
2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA), and was
facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education (STRIVE)
project and the Third Elementary Education Project (TEEP).

The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines. The reform process warrants
an equivalent supportive focus on teacher quality - high quality teachers who are properly equipped and prepared to assume the roles and functions of a K

to 12 teacher.
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 interact with the national and local
curriculum requirements. They translate curriculum content into learning activities that are
and based on the
principles of effective relevant to learners
teaching and learning. They apply their professional knowledge to plan and design,
collaboration with colleagues, well-structured individually or in
and sequenced lessons that are
range of teaching and learning resources.
contextually relevant, responsive to learners' needs and
incorporate a
They communicate learning goals to support learner participation, understanding and achievement.
apply a variety of assessment tools and
strategies in monitoring, evaluating, documenting and reporting learners' needs,
They use assessment data in a variety of ways to inform and progress and achievement.
enhance the teaching and learning process and
the necessary feedback about programs. They provide learners with
learning outcomes that informs the reporting cycle and enables teachers to
processes. select, organize and use sound assessment
establish school-community
as as
partnerships aimed at enriching the learning environment, well the
process. They identify and respond to community's engagement in the educative
opportunities that link teaching and learning in the classroom to the
the wider school experiences, interests and aspirations of
community and other key stakeholders. They understand and fulfill their
and transparency to promote professional and harmonious obligations in upholding professional ethics, accountability
value personal growth and relationships with learners, parents, schools and the wider
community.
professional development and exhibit high personal regard for the
dignity of teaching such as caring attitude, respect and profession by maintaining qualities that uphold the
integrity. They value personal and professional reflection and
practice. They assume responsibility for personal and
learning to improve their
growth professional development for lifelong learning.
The 7 Domains
collectively comprise 37 strands that refer to more specific dimensions of teacher practices.
Domain 1, Content Knowledge and
Pedagogy, is composed of seven strands:
1.
across
Content knowledge and its application within and
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
6. Mother higher-order thinking skills
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

Philippine Professional Standards for Teachers

 2. Fair learning environment
3. Management of classroom structure and activities
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

Philippine Professional Standards for Teachers

6
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 and advancement. They
programs They actively enpage in collaborative learning with the prote ssional community and other stakeholders for mutual growth
are refiective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.
Coreer 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 cllaboratively 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 colieagues and students.
Career Stoge 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices. They exhibit exceptiona
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 coliaborations 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.
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 DOMAINS/ STRANDS/ INDICATORS FOR DIFERENT CAREER STAGES
Domain 1. Content Knowledge and Pedagogy
Domain 1 recognizes the importance of teachers' mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound
and critical understanding of the application of theories and principles of teaching and learning. This Domain encompasses teachers' ability to apply developmentally
appropriate and meaningful pedagogy grounded on content knowledge and current research. It takes into account teachers' proficiency in Mother Tongue, Filipino and
English in the teaching and learning process, as well as needed skills in the use of communication strategies, teaching strategies, and technologies to promote high-
quality learning outcomes.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teacherss
Strand 1.1 1.1.1 Demonstrate content 1.1.2 Apply knowledge of 1.1.3 Model effective 1.1.4 Model exemplary
Content knowledge and its knowledge and its application content within and across applications of content practice to improve the
application within and across within and/or across curriculum curriculum teaching areas. knowledge within and across applications of content
teaching areas. curriculum teaching areas. knowledge within and across
curriculum areas
curriculum teaching areas.
1:2.2 Use research-based 1.2.3 Collaborate with 1.2.4 Lead colleagues in the
Strand 1.2 1.2.1 Demonstrate an
colleagues in the conduct and advancement of the art and
Research-based knowledge and understanding of research- knowledge and principles of
application of research to enrich science of teaching based on
principles of teaching and based knowledge and principles teaching and learning to
enhance professional practice. knowledge of content and their comprehensive
of teaching and learning.
learning pedagogy. knowledge of research and
pedagogy.
1.3.3 Promote effective 1.3.4 Mentor colleagues in the
Strand 1.3 1.3.1 Show skills in the positive 1.3.2 Ensure the positive use of
ICT to facilitate the teaching and strategies in the positive use of implementation of policies to
Positive use of ICT use of ICT to facilitate the ICT to facilitate the teaching and ensure the positive use of ICTT
teaching and learning process. learning process. within or beyond the school.
learning process.
10
Philippine Professional Standards for Teachers
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Domain 2. Learning Environment
bomain2 highights the role ofteachers to provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and
achievement.This Domaincentersoncreating an environ ment that is learning-focused and in which teachers efficiently manage learner behavior in a physical and
virtualspace. t highlightsthe need for teachers to utilie 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.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 2.1 2.1.1 Demonstrate knowledge 2.1.2 Establish safe and secure 2.1.3 Exhibit effective strategies 2.1.4 Apply comprehensive
Learner safety and security of policies, guidelines and learning environments to that ensure safe and secure knowledge of and act as a
procedures that provide safe enhance learning through the earning environments to resource person for, policies,
and secure learning consistent implementation of enhance learning through the guidelines and procedures that
environments. policies, guidelines and consistent implementation of relate to the implementation
procedures. policies, guidelines and of safe and secure learning
procedures. environments for learners.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain learning 2.2.3 Exhibit effective practices 2.2.4 Advocate and facilitate
Fair learning environment understanding of learning environments that promote to foster learning environments the use of effective practices to
|environments that promote fairness, respect and care to that promote fairness, respect foster learning environments
fairness, respect and care to encourage learning. and care to encourage learning. that promote fairness, respect
encourage learning. and care to encourage
learning
Strand 2.3 2.3.1 Demonstrate knowledge 2.3.2 Manageclassroom 2.3.3 Work with colleagues to 2.3.4 Model exemplary
Management of classroom of managing classroom structure to engage learners, model and share effective practices in the management
structure and activities structure that engages learners, | individually or in groups, in techniques in the management of classroom structure and
individualy or in groups, in meaningful exploration, of classroom structure to activities, and lead colleagues
meaningful exploration, discovery and hands-on engage learners, individually or at the whole-school level to
discovery and hands-on activities within a rangeof in groups, in meaningful review and evaluate their
activities within the available physical learning environments. exploration, discovery and practices.
physical learning environments. hands-on activities within a
range of physical learning
environments.
Philippine Professional Standards for Teachers 12
Strand 2.4
Support for learner participation 2.4.1 Demonstrate
understanding of supportive
learning environments that
nurture and inspire learner
participation.
Strand 2.5 2.5.1 Demonstrate knowledge
Promotion of purposive learning of learning environments that
motivate learners to work
productively by assuming
responsibility for their own
learning.
Strand 2.6 2.6.1 Demonstrate knowledge
Management of learner behavior of positive and non-violent
discipline in the management of | positive and non-violent
learner behavior.
2.4.2 Maintain supportive
learning environments that
nurture and inspire learners to
participate, cooperate and
collaborate in continued
learning.
2.5.2 Apply a range of
successful strategies that
maintain learning
environments
that motivate learners to work
productively by assuming
responsibility for their own
learning.
|2.6.2 Manage learner behavior
constructively by applying
discipline to ensure learning-
focused environments.
2.4.3 Work with colleagues to
share successful strategies that
2.4.4 Facilitate processes to
sustain supportive learning
environments that nurture and
to nurture and inspire learner
inspire learners to participate,
cooperate and collaborate in
continued learning.
2.5.3 Model successful
strategies and support
| colleagues in promoting
colleagues in promoting
learning environments that
effectively motivate learners to
work productively by assuming
responsibility for their own
learning
2.6.3 Exhibit effective and
constructive behavior
management skills by applying
positive and non-violent
discipline to ensure learning-
focused environments.
review the effectiveness of the
school's learning environment
participation.
2.5.4 Lead and empower
learning environments that
effectively motivate learners to
achieve quality outcomes by
assuming responsibility for
their owrn learning.
2.6.4 Provide
leadership in
applying a wide range of
strategies in the
implementation of positive and
non-violent discipline
poliries/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. It encourages the celebration of diversity in the classrooms and the need for teaching practices that are differentiated to encourage all learners
to be successful citizens in a changing local and global environment.
Strands Highly Proficient Teachers Distinguished Teachers
Beginning Teachers Proficient Teachers
3.1.3 Work with colleagues to 3.1.4 Lead coleagues to
Strand 3.1 3.1.1 Demonstrate knowledge 3.1.2 Use differentiated,
share differentiated, evaluate differentiated
Learners' gender, needs, and understanding of developmentally appropriate
strengths, interests and learning experiences to address developmentally appropriate strategies to enrich teaching
differentiated teaching to suit
the learners' gender, needs, learners' gender, needs, Opportunities to address practices that address learners
experiences
strengths, interests and strengths, interests and learners' differences in gender, differences in gender, needs,
experiences. experiences. needs, strengths, interests and strengths, interests and
experiences. experiences.
3.2.3 Exhibit a learner-centered 3.2.4 Model exemplary
Strand 3.2 3.2.1 Implement teaching 3.2.2 Establish a learner teaching practices that
Learners' linguistic, cultural, strategies that are responsive to centered culture by using culture that promotes success
socio-economic and religious the learners' linguistic, cultural, teaching strategies that respond by using effective teaching recognize and affirm diverse
their knguistic, cuitural, socio-
backgrounds socio-economic and religious to their linguistic, cultural, strategies that respond to
socio-economic and religious finguistic, cuitural, socio economic and religious
backgrounds.
economic and religious backgrounds to promote
backgrounds.
backgrounds learner success.
3.3.3 Assist colleagues to 3.3.4 Lead colteagues in
Strand 3.3 | 3.3.1 Use strategies responsive 3.3.2 Design, adapt and designing. adapting and
to learners with disabilities, implement teaching strategies design, adapt and implement
Learners with disabilities,
giftedness and talents. that are responsive to learnersteaching strategies that are implementing teaching
giftedness and talents
with disabilities, giftedness andresponsive to learners with strategies that are responsive
disabilities, giftedness and to learners with disabilities,
talents.
talents. giftedness and talents.
14
Professional Standards for Teachers
Philippine
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 Strand 4.3
4.3.1 Demonstrate knowledge
Relevance and responsiveness of 4.3.2 Adapt and
in the implement 4.3.3 Work collaboratively with 4.3.4 Provide advice in the
learning programs implementation of learning programs that ensure colleagues to evaluate the
relevant and responsive design and implementation of
relevance and responsiveness
learning programs. to the needs of all learners.
design of learning programs relevant and responsive
that develop the knowledge and |learning programs that
skills of learners at different develop the knowledge and
ability levels. skills of learners at different
Strand 4.4 ability levels.
4.4.1 Seek advice
Professional collaboration to concerning 4.4.2 Participate in collegial 4.4.3 Review with
enrich strategies that can enrich colleagues, 4.4.4 Lead colleagues in
teaching practice discussions that use teacher and teacher and learner feedback to
teaching practice. learner feedback to enrich | professional discussions to
plan, facilitate, and enrich plan and implement strategies
teaching practice. teaching practice. that enrich teaching practice.
Strand 4.5
4.5.1 Show skills in the 4.5.2
Teaching and learning resources Select, develop, organize 4.5.3 Advise and guide
selection, development and 4.5.4 Model exemplary skills
including ICT of a variety of
use
and use appropriate
teaching8 colleagues in the selection, and lead
teaching and and learning resources, colleagues in the
learning resources, including including ICT, to address
organization, development and development and evaluation of
use of
ICT, to address learning goals.
learning goals. appropriate teaching and teaching and learning
learning resources, including
ICT, to address specific resources, including ICT, for
learning use within and beyond the
goals. school.

Domain 5. Assessment and Reporting
associated with a variety of assessment
Domain 5 relates to processes
achievement. This Domain concerns the use
learners' needs, progress and
with the necessary feedback about learning
It concerns teachers providing learners
process and programs.
and use sound assessment processes.
enables teachers to select, organize
Beginning Teachers
Strands
Strand 5.1
5.1.1 Demonstrate knowledge
of the design, selection,
Design, selection, organization
organization and use of
and utilization of assessment
diagnostic, formative and
strategies summative assessment
strategies consistent with
curriculum requirements.
5.2.1 Demonstrate knowledge
Strand 5.2
evaluation of
ofmonitoring and
Monitoring and evaluation of
learner progress and
| learner progress and
achievement using learner
achievement
attainment data.
Standards for Teachers
Philippine Professional
teachers in monitoring, evaluating, documenting
tools and strategies used by
of assessment data in a variety of ways
Proficient Teachers
5.1.2 Design, select, organize
and diagnostic, formative
use
and summative assessment
strategies consistent with
curriculum requirements.
5.2.2 Monitor and evaluate
learner progress and
achievement using learner
attainment data.
and reporting
the teaching and learning8
to inform and enhance
informs the reporting cycle
and
outcomes. This feedback
Distinguished Teachers
Highly Proficient Teachers
the
5.1.3 Work collaboratively
with 5.1.4 Lead initiatives in
colleagues to review the design, evaluation of assessment
policies and guidelines
that
selection, organization and
use
relate to the design, selection,
of a range of effective
diagnostic, formative and organization and use of
effective diagnostic, formative
summative assessment
and summative assessment
strategies consistent with
strategies consistent with
curriculum requirements.
curriculum requirements.
5.2.3 Interpret collaboratively 5.2.4 Provide advice 'on, and
mentor colleagues in the
monitoring and evaluation
effective analysis and use of
strategies ofattainment data to
learner attainment data.
support learner progress and
achievement.
18
 Strand 5.3
Feedback to improve learning
Strand 5.4
Communication of learner
needs, progress and
achievement to key stakeholders
Strand 5.5
Use of assessment data to
enhance teaching and learning
practices and programs
5.3.1 Demonstrate knowledge
of providing timely, accurate
and constructive feedback to
improve learner performance.
5.4.1 Demonstrate familiarity
with a range of strategies for
communicating learner needs,
progress and achievement.
5.5.1 Demonstrate an
understanding of the role of
assessment data as feedback in teaching and learning practices assessment data
teachingand learning practices and programs.
and programs.
5.3.2 Use strategies for 5.3.3 Use effective strategies for 5.3.4 Exhibitexemplary skills
providing timely, accurate and providing timely, accurate and and lead initiatives to support
constructive feedback to constructive feedback to colleagues in applying8
improve learner performance. encourage learners to reflect on strategies that effectively
and improve their own learning. |provide timely, accurate and
constructive feedback to
learners to improve learning
achievement.
5.4.2 Communicate promptly 5.4.3 Apply skills in the effective 5.4.4 Share with colleagues a
and clearly the learners' needs, communication of learner wide range of strategies that
needs, progress and ensure effective
progress and achievement to
achievement to key communication of learner
key stakeholders, including
parents/guardians. stakeholders, including needs, progress and
parents/guardians. achievement to key
stakeholders, including
parents/guardians.
5.5.2 Utilize assessment data to |5.5.3 Work collaboratively with 5.5.4 Lead colleagues to
inform the modification of colleaguesto analyze and utilize explore, design and implement
to modify effective practices and
programs using information
practices and programs to
further support learner progress derived from assessment data.
and achievement.
NNea 6 Community Linkages and Professional Engagement
Eomain 6 affirms the role of teachers in establishing school-community partnerships aimed at enriching the
engagement in the educative process. This Domain expects teachers tolidentify and respondto opportunities that link teaching and learninginthe classroom tothe
experiences, interests and aspirations of the wider school community and other key stakeholders. It concerns the importance ofteachers' understandingandtuing
their obligations in upholding8 professional ethics, accountablity and transparency to promote professional and harmonious relationships with learners, parents, schoos
and the wider community.
Strands Beginning Teachers
Strand 6.1 6.1.1 Demonstrate an
Establishment of learning understanding of knowledge of
environments that are learning environments that are
responsive to community responsive to community
contexts contexts.
Strand 6.2 6.2.1 Seek advice concerning
Engagement of parents and the strategies that build
wider school community in the relationships with
educative process parents/guardians and the
wider community.
Strand 6.3 6.3.1 Demonstrate awareness
Professional ethics |of existing laws and regulations
that apply to the teaching
profession, and become familiar
with the responsibilities
specified in the Code of Ethics
for Professional Teachers.
Teachers
Philippine Professional Standards for
Proficlent Teachers
6.1.2 Maintain learning
environments that are
responsive to community
contexts.
6.2.2 Build relationships with
parents/guardians and the
wider school community to
facilitate involvement in the
educative process.
6.3.2 Review regularly personal6.3.3 Discuss with colleagues
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.
learning environment, as well a the comnuniy
Highly Proficlent Teachers Distinguished Teachers
6.1.3 Reflect on and evaluate 6.1.4 Model exemplary practice
learning environments that are and empower colleagues to
responsive to community establish and maintain effective
contexts. learning environments that are
responsive to community
contexts.
6.2.3 Guide colleagues to 6.2.4 Lead in consolidating
strengthen relationships with networks that strengthen
parents/guardians and the relationships with
wider school community to parents/guardians and the
maximize their involvement in wider school community to
the educative process. maximize their involvement in
the educative process.
6.3.4 Lead colleagues in the
teaching and learning practices regular review of existing codes,
laws and regulations that apply
that apply existing codes, laws
and regulations that apply to tothe teaching profession, and
theteaching profession, and the the responsibilities as specified
responsibilities specified in the in the Code of Ethics for
Code of Ethics for Professional Professional Teachers.
Teachers.
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