DepEdOr

derNo.42,
s.2017

NATIONALADOPTI
ONAND
IMPLEMENTATIONOFTHEPHILI
PPINE
PROFESSIONALSTANDARDSFORTEACHERS
To:

Under secret
aries
AssistantSecretari
es
BureauandSer vi
ceDirect
ors
Regional Dir
ectors
School sDivi
sionSuperint
endents
PublicandPr ivat
eElementaryandSecondar
ySchool
sHeads
All
Ot hersConcer ned

1.Inli
newiththenewprofessi
onalstandar
dsforteachers,t
heDepartmentofEducati
on
(DepEd),t
hroughtheTeacherEducati
onCouncil
(TEC) ,i
ssuesthi
sDepEdOr derent
it
led
National
Adopt i
onandImplementati
onofthePhil
ippineProfessi
onal
Standardsfor
Teachers(PPST).

2.TheDepEdr ecogni zestheimportanceofpr of

essional standardsint heconti
nuing
professionaldev el
opmentandadv ancementoft eacher sbasedont heprinci
pleoflif
elong
l
ear ni
ng.Itiscommi ttedtosuppor
tingteachers,andt akingcognizanceofunequi vocal
evidencet hatgoodt eachersarevi
taltoraisi
ngst udentachi evement .Quali
tyl
earningis
cont i
ngentuponqual it
yteachi
ng.Hence, enhancingteacherqual it
ybecomesofut most
i
mpor t
ancef orlongt erm andsust
ainablenationbuilding.

3.Thechangesbroughtaboutbyvari
ousnati
onalandglobalfr
amewor kssuchastheKto
12Reform,ASEANI nt
egrat
ion,
globali
zat
ion,
andt hechangi
ngcharacteroft
he21stcent
ury
l
earner
snecessit
atetheimprovementsandcall
fortherethi
nki
ngoft heNati
onal
Competency-
BasedTeacherStandards(NCBTS);hence,t
hedevel
opmentoft hePPST.

4.ThePPSTai
mst
o:

a.setoutcl
earexpectati
onsoft
eachersalongwell
-def
inedcar
eerst
agesofpr
ofessi
onal
devel
opmentfrom beginni
ngtodist
ingui
shedpract
ice;

b.engaget
eacher
stoact
ivel
yembr
aceacont
inui
ngef
for
tinat
tai
ningpr
ofi
ciency
;and

c.appl
yaunif
orm measuretoassesst
eacherper
for
mance,
ident
if
yneeds,
andpr
ovi
de
suppor
tforpr
ofessi
onaldev
elopment.

5.ThePPSTshallbeusedasabasi sforalll
ear
ninganddev elopmentprogramsfor
teacher
stoensur
ethatteachersareproper
lyequippedt
oeff ecti
vel
yimplementtheKto12
Program.I
tcanal
sobeusedf ort
heselecti
onandpr omoti
onoft eacher
s.Allper
formance
appr
aisal
sfort
eacher
sshal
lbebasedont
hissetofst
andar
ds.

6.Ther egionalofficesshal
lbesupportedbyt hei
rtrai
ninganddevelopmentper sonnel
to
organizeandor ientallt
heschoolsdivi
sionswi t
hinthei
rjur
isdi
cti
onf orthePPST.In
additi
on,itshalltakechargeofthemoni tor
ingandev al
uati
onatthedi visi
onlev
el
i
mpl ement ati
on.Theschool sdi
v i
sionoffi
ceshallhavethesamef unctionsand
responsibil
it
iesint heschooldi
str
ictsandsecondar yschools.

7.Report
ingoftheor
ient
ati
onandrel
atedact
ivi
ti
esshall
bedonebyt
her
egi
onal
off
icet
o
theOff
iceoftheSecr
etar
ythrought
heTeacherEducat
ionCounci
l
.

8.I
mmedi
atedi
ssemi
nat
ionofandst
ri
ctcompl
i
ancewi
tht
hisOr
deri
sdi
rect
ed.

LEONORMAGTOLI
SBRI ONES
Secret
ary

I
NTRODUCTI
ON
Rol
eoft
eacher
s
Teachersplayacrucialrol
einnati
onbui l
ding.Throughqual i
tyteacher s,
thePhi l
ippinescan
devel
ophol i
sti
clearnerswhoarest eepedi nvalues,equippedwi th21stcent uryskill
s,and
abl
etopr opelthecountrytodevel
opmentandpr ogress.Thisisinconsonancewi t
ht he
DepartmentofEducat i
onvisi
onofpr oduci
ng: “
Fil
ipi
noswhopassi onatel
yl ovetheircount
ry
andwhosev al
uesandcompet enciesenabl ethem tor eali
zetheirfullpotenti
aland
contr
ibut
emeani ngfull
ytobuil
dingt henation”(DepEDOr derNo.36, s.2013) .

Evi
dencesshowunequi
vocall
ythatgoodteachersar
ev i
tal
toraisi
ngstudentachi
evement
,
i
.e.
,qual
it
ylear
ningi
sconti
ngentuponqualit
yteachi
ng.Hence,enhanci
ngteacherqual
i
ty
becomesofutmosti
mportanceforlong-
ter
m andsustai
nablenati
onbuildi
ng.

Thechangesbr oughtaboutbyv ari

ousnati
onalandglobalfr
ameworkssuchast heKto12
Reform andtheASEANi ntegr
ati
on, gl
obal
izat
ion,andthechangi
ngcharacteroft
he21st
centurylear
nersnecessi
tatei
mpr ovementandadaptabil
it
yofeducat
ion,andacallf
orthe
ret
hinkingofthecurr
entteacherstandar
ds.

Pr
ofessi
onal
standar
dsf
ort
eacher
s
ThePhili
ppineGov ernmenthasconsist entl
ypur suedt eacherqual
it
yreformst hrougha
numberofi ni
ti
atives.Asaframewor koft eacherqual i
ty,theNati
onalCompet ency -Based
TeacherStandards( NCBTS)wasi nst
itutionali
zedthroughCHEDMemor andum Or derNo.
52,s.2007andDepEDOr derNo.32, s.2009.I temer gedaspar toftheimplement at i
onof
theBasicEducat i
onSectorReform Agenda( BESRA) ,andwasf aci
li
tat
edbydr awingont he
l
earningconsiderati
onsofprograms, suchast heBasi cEducati
onAssistancef orMi ndanao
(BEAM) ,
theStrengtheni
ngImplement at i
onofVi sayasEducat i
on(STRIVE)pr ojectandt he
Thir
dElement aryEducati
onProject(TEEP) .
TheKt o12Ref or
m( R.
A.10533)in2013haschangedt helandscapeoft
eacherqualit
y
requi
rementsinthePhili
ppi
nes.Theref
orm processwarr
antsanequival
entsupporti
ve
focusonteacherquali
ty–highquali
tyt
eacherswhoar eproperl
yequi
ppedandpr eparedt
o
assumether ol
esandf unct
ionsofaKto12t eacher.

ThePhi li
ppinePr of essional St andar dsforTeacher s,whichisbui ltonNCBTS, compl ements
thereformi nitiati
v esont eacherqual it
yf r
om pre-serviceeducat iont oin-serv i
cetrai ni
ng.I
t
arti
culateswhatconst i
tutest eacherqual it
yintheKt o12Ref ormt hroughwel l-
def ined
domai ns, st
rands, andi ndi cator sthatpr ovidemeasur esofpr ofessionallear ni
ng, compet ent
practi
ce, andef f
ect iveengagement .Thi
ssetofst andardsmakesexpl i
citwhatt eacher s
shouldknow, beabl et odoandv aluetoachi evecompet ence, i
mpr ovedst udentl ear ni
ng
outcomes, andev ent uallyqual ityeducat ion.Iti
sfoundedont eachingphi l
osophi esof
l
earner -
cent eredness, l
if
elongl earning,andi ncl
usiv i
ty/i
nclusi
v eness, amongot her s.The
professional standar ds, t
her efore, becomeapubl icst at
ementofpr ofessional
account abil
itythatcanhel pt eacher sreflectonandassesst heirownpr acticesast hey
aspireforper sonal gr owthandpr ofessi
onal development .

Teacherqual
i
tyi
nthePhi
l
ippi
nes
ThePhi li
ppineProfessionalSt andardsforTeachersdef inesteacherqualit
yint he
Phil
ippines.Thest andardsdescr ibetheexpectati
onsoft eacher
s’increasi
ngl evel
sof
knowledge, pract
iceandpr ofessional engagement .Atthesamet i
me, thestandardsal
l
ow
forteachers’growingunder standing,appli
edwi t
hi ncr
easi ngsophist
icati
onacr ossa
broaderandmor ecompl exr angeoft eaching/
learningsituati
ons.

Thefoll
owingdescr
ibest
hebr eadt
hof7Domai nsthatar
er equi
redbyteacherstobe
eff
ecti
veinthe21stCent
uryinthePhili
ppi
nes.Qual
it
yteachersi
nt hePhil
i
ppinesneedt
o
possessthefol
l
owingcharact
erist
ics:

 r
ecogni
zet
hei
mpor
tanceofmast
eryofcont
entknowl
edgeandi
ts
i
nter connect ednesswi t hinandacr osscur ricul um ar eas, coupl edwi thasoundand
cri
tical understandi ngoft heapplicationoft heor iesandpr incipl esoft eachi ngand
l
ear ning.Theyappl ydev el
opment allyappr opr i
at eandmeani ngf ul pedagogy
groundedoncont entknowl edgeandcur rentr esear ch.Theydi spl aypr of ici
encyi n
Mot herTongue, Fili
pinoandEngl isht of acilitatet het eachi ngandl earni ngpr ocess,
aswel lasexhi bittheneededski l
lsint heuseofcommuni cationst rategi es,teaching
strategiesandt echnol ogi estopromot ehi gh- qual i
tyl ear ni
ngout comes.
 prov i
del earningenv ir
onment sthatar esaf e, secur e, f
ai randsuppor tivei nor derto
promot elearnerr esponsi bi
li
tyandachi evement .Theycr eateanenv i
ronmentt hatis
l
ear ning-focusedandt heyef fici
entlymanagel ear nerbehav i
ori naphy si caland
vir
tual space.Theyut il
izear angeofr esour cesandpr ov i
deint ellectual lychallenging
andst i
mul ati
ngact ivi
tiest oencour ageconst ruct ivecl assroom i nteract ionsgear ed
towar dst heat t
ainmentofhi ghst andar dsofl ear ning.
 establ i
shl earni
ngenv i
ronment sthatar er esponsi vet ol earnerdi versity.They
respectl earners’ diversechar acteristi
csandexper iencesasi nput st ot hepl anning
anddesi gnofl ear ningoppor tuniti
es.Theyencour aget hecel ebr at i
onofdi versi
tyin
thecl assroom andt heneedf orteachi ngpr act icest hatar ediff erent i
at edt o
 encour ageal llearner st obesuccessf ul citi
zensi nachangi ngl ocal andgl obal
env ironment .
 i
nter actwi t
ht henat ional andl ocal cur riculum r equi r
ement s.Theyt ransl ate
curricul um cont enti ntol ear ningact ivitiest hatar erelevantt ol ear ner sandbasedon
thepr inciplesofef fect ivet eachi ngandl ear ning.Theyappl yt hei rpr of essi onal
knowl edget opl ananddesi gn, i
ndividual l
yori ncol l
abor ati
onwi thcol leagues, well-
struct ur edandsequencedl essonst hatar econt extuallyrelev ant ,r esponsi veto
l
ear ner s’ needsandi ncor por atear angeoft eachi ngandl ear ningr esour ces.They
communi catel earni nggoal st osuppor tl earnerpar ti
cipation, under standi ngand
achi ev ement .
 appl yav arietyofassessmentt oolsandst r
at egiesi nmoni toring, ev aluating,
document i
ngandr epor tingl earners’ needs, progr essandachi ev ement .Theyuse
assessmentdat ai nav arietyofway st oi nfor m andenhancet het eachi ngand
l
ear ni ngpr ocessandpr ogr ams.Theypr ov i
del ear nerswi tht henecessar yf eedback
aboutl ear ningout comest hatinfor mst her epor ti
ngcy cleandenabl est eacher sto
select , organi zeandusesoundassessmentpr ocesses.
 establ i
shschool -
communi typar tnershi psai medatenr i
chingt hel ear ning
env ironment ,aswel last hecommuni ty ’sengagementi nt heeducat ivepr ocess.They
i
dent ifyandr espondt ooppor tuniti
est hatl inkt eachingandl ear ningi nt hecl assroom
tot heex periences, inter est sandaspi r ationsoft hewi derschool communi t
yand
otherkeyst akehol der s.Theyunder standandf ul fi
llt
heirobl igat ionsi nuphol ding
prof essi onal ethics, account abili
tyandt ranspar encyt opromot epr of essi onal and
harmoni ousr elationshi pswi thlearner s, par ents, school sandt hewi dercommuni t
y.
 valueper sonal growt handpr ofessional dev elopmentandex hibi thi ghper sonal
regar df orthepr of essi onbymai ntainingqual it
iest hatuphol dt hedi gni tyoft eaching
suchascar ingat titude, respectandi nt egr i
ty.Theyv alueper sonal andpr of essional
refl
ect ionandl earni ngt oi mpr ovet heirpr actice.Theyassumer esponsi bilit
yfor
personal gr owt handpr of essional dev el opmentf orlif
elongl ear ning.

The7Domainscol l
ecti
vel
ycomprise37
st
randst
hatr
efertomor especifi
cdi
mensi
ons
ofteacherpract
ices.
Domain1,Cont
entKnowledgeandPedagogy
,is
composedofsevenst
rands:
1.Contentknowl edgeandi t
sappli
cationwi thi
nandacrosscurr
iculum areas
2.Research-basedknowl edgeandprinciplesofteachi
ngandlearning
3.Posit
iveuseofI CT
4.Str
ategiesforpromot ingl
it
eracyandnumer acy
5.Str
ategiesfordev el
opingcri
ti
calandcr eativ
ethinki
ng,aswel
l asotherhigher
-or
der
thi
nkingskill
s
6.MotherTongue, Fi
li
pinoandEngli
shi nteachingandlearni
ng
 7.Cl
assr
oom communi
cat
ionst
rat
egi
es

Domain2,Lear
ningEnv
ironment
,consi
stsofsi
x
st
rands:
1.Learnersafetyandsecur it
y
2.Fairl
earni
ngenv i
ronment
3.Managementofcl assroom struct
ureandact
ivi
ti
es
4.Supportforlearnerparti
cipati
on
5.Promotionofpur posivelearni
ng
6.Managementofl earnerbehav i
or

Domain3,Di
ver
sit
yofLear
ner
s,consi
stsoff
ive
st
rands:
1.Lear
ner
s’gender,needs,str
engths,i
nter
estsandexperi
ences
2.Lear
ner
s’l
ingui
stic,cult
ural
,socio-
economicandrel
igi
ousbackgr
ounds
3.Lear
ner
swi t
hdisabili
ti
es,gi
ftednessandtal
ents
4.Lear
ner
sindiff
icultcir
cumstances
5.Lear
ner
sfrom i
ndi genousgroups

Domain4,Cur
ri
cul
um andPl
anni
ng,
incl
udesf
ive
st
rands:
1.Planningandmanagementoft eachingandl ear
ningprocess
2.Learningoutcomesal i
gnedwi t
hlearningcompet enci
es
3.Relevanceandr esponsi
venessofl earni
ngprograms
4.Professionalcol
labor
ati
ontoenr i
cht eachi
ngpractice
5.Teachingandl earni
ngresourcesincludi
ngICT

Domain5,AssessmentandRepor
ti
ng,
iscomposedof
fi
vest
rands:
1.Design,select
ion,
organi zat
ionandut i
li
zati
onofassessmentstrat
egi
es
2.Moni t
ori
ngandev aluationoflearnerprogressandachievement
3.Feedbackt oimprovelear ni
ng
4.Communi cati
onoflearnerneeds, pr
ogressandachievementtokeystakehol
ders
5.Useofassessmentdat at oenhancet eachi
ngandlearningpr
acti
cesandprograms

Domai
n6,
Communi
tyLi
nkagesandPr
ofessi
onal
Engagement
,consi
stsoff
ourst
rands:
1.Establi
shmentofl earningenvi
ronmentsthatar
eresponsi
vetocommunitycontext
s
2.Engagementofpar entsandthewiderschoolcommunityi
ntheeducat
iveprocess
3.Professionalethi
cs
4.School poli
ciesandpr ocedur
es

Domain7,
PersonalGrowthandProfessi
onal
Devel
opment
,contai
nsfiv
estrands:
1.Phil
osophyoft eachi
ng
2.Di
gnityofteachingasaprofession
3.Prof
essionall
inkswi t
hcoll
eagues
4.Prof
essionalrefl
ecti
onandlearningt
oimpr
ovepr
act
ice
5.Prof
essionaldevelopmentgoals

Car
eerst
ages
Teacherpr of
essi
onaldevelopmenthappensi nacont i
nuum fr
om beginningt oexemplary
practi
ce.Anchoredonthepr i
ncipleofl
ifel
onglearni
ng,thesetofprofessionalstandar
dsfor
teachersrecogni
zesthesignifi
canceofast andar
dsf r
amewor kthatart
iculates
developmentalprogr
essi
onast eacher
sdev el
op,ref
inethei
rpracti
ceandr espondtothe
compl exi
ti
esofeducati
onal ref
orms.

Thefoll
owi ngstatement s,whichdefi
nethewor kofteacher satdifferentcareerstages,
makeex pli
cittheelement sofhigh-qual
i
tyteachingforthe21stcent ury.Theycompr ise
descr
iptorsthathav ebeeni nf
ormedbyt eachers’understandingsofwhati srequir
edat
eachoft hefourCar eerStages.Thedescri
ptorsrepresentacont inuum ofdev elopment
wit
hinthepr ofessi
onbypr ovi
dingabasisforattract
ing,prepari
ng,dev elopi
ngand
support
ingt eachers.

CareerSt age1orBegi nningTeachers havegainedt hequal i

ficati
onsr ecognizedf orentr
y
i
ntot heteachi ngpr ofessi
on.Theyhav east rongunder standingoft hesubj ect
s/ areasin
whicht heyar et r
ainedint er
msofcont entknowl edgeandpedagogy .Theypossesst he
requisit
eknowl edge,skill
sandvaluesthatsuppor tthet eachingandl ear
ningpr ocess.They
managel earningpr ogramsandhav est rat
egiesthatpr omot elearningbasedont helear
ning
needsoft hei
rst udents.Theyseekadv icefrom experiencedcol leaguest oconsol idatet
heir
teachingpr actice.

CareerStage2orPr ofici
entTeacher s 
areprofessi
onall
yindependenti ntheappl
icati
onof
skil
lsvi
talt
otheteachingandl ear
ningprocess.Theyprovidef ocusedteachi
ngprograms
thatmeetcurri
cul
um andassessmentr equi
rements.Theydi splayski
ll
sinplanni
ng,
i
mpl ementi
ng,andmanagi nglearni
ngpr ogr
ams.Theyact i
v elyengageincoll
aborati
ve
l
earningwitht
heprof essionalcommuni tyandotherstakeholdersformut ual
growthand
advancement.Theyar ereflect
ivepract
iti
onerswhocont i
nual l
yconsoli
datetheknowledge,
ski
l
lsandpr
act
icesofCar
eerSt
age1t
eacher
s.

Car eerStage3orHi ghlyPr of

ici
entTeacher s 
consist
entlydispl
ayahighl evelof
per f
ormancei ntheirteachingpractice.Theymanifestani n-
depthandsophi sti
cated
under st
andingoft heteachi ngandlearningprocess.Theyhav ehigheducation-focused
situati
oncogni ti
on,aremor eadeptinproblem sol
vingandopt imizeopportunit
iesgained
from experience.CareerSt age3Teacher swor kcoll
aborativ
elywithcoll
eaguesandpr ovide
them suppor tandment ori
ngt oenhancet hei
rlear
ningandpr acti
ce.Theycont i
nual l
yseek
todev el
opt heirprof
essi onalknowledgeandpr acti
cebyr efl
ecti
ngont hei
rownneeds, and
thoseoft heircoll
eaguesandst udents.

CareerSt age4orDi sti

ngui shedTeacher s embodyt hehigheststandardfort eaching
groundedi nglobalbestpr acti
ces.Theyexhi bi
texceptionalcapacit
ytoimpr ov etheirown
teachingpracticeandthatofot her s.Theyar erecognizedasl eader
sineducat i
on,
contri
but or
stot heprofessionandi nit
iat
or sofcoll
aborati
onsandpar tnerships.Theycr eat
e
l
ifel
ongi mpacti ntheli
vesofcol leagues, studentsandot hers.Theyconsistentlyseek
professionaladvancementandr elev anceinpursuitofteachingqualit
yandexcel l
ence.They
exhibitcommi tmenttoinspi r
etheeducat ioncommuni t
yandst akeholder
sf orthe
i
mpr ov ementofeducat ionprovisioni nthePhili
ppines.

Domai
ns/St
rands/Indi
cat
orsf
orDi
ff
erent
CareerSt
ages
Domai
n1.Cont
entKnowl
edgeandPedagogy
Domai n1r ecognizesthei mpor t
anceoft eachers’mast eryofcontentknowledgeandi ts
i
nterconnect ednesswithinandacr osscur r
icul
um ar eas,coupledwithasoundandcr i
ti
cal
understandingoft heappl i
cati
onoft heori
esandpr i
nciplesofteachingandlearning.This
Domai nencompassest eachers’abili
tytoappl ydevelopment al
lyappropri
ateand
meani ngfulpedagogygr oundedoncont entknowl edgeandcur rentresear
ch.Ittakesinto
accountteacher s’prof
iciencyinMot herTongue, Fil
ipi
noandEngl i
shintheteachingand
l
earningpr ocess,aswel lasneededski l
lsintheuseofcommuni cat
ionstr
ategies,teachi
ng
str
ategies,andt echnol
ogi estopr omot ehigh-qualit
ylearningoutcomes.

Highl
y
Beginni
ng Prof
ici
ent Dist
ingui
shed
St
rands Profi
cient
Teachers Teacher
s Teachers
Teachers
 Highl
y
Beginni
ng Prof
ici
ent Dist
ingui
shed
St
rands Profi
cient
Teachers Teacher
s Teachers
Teachers

Strand1.1 1.1.1 1.1.

2Apply 1.1.3Model 1.1.4Model
Cont ent Demonst rate knowledgeof effecti
ve exempl ary
knowl edge content contentwi
thi
n applicati
onsof practiceto
andi ts knowledgeand andacross content i
mpr ov ethe
applicati
on i
tsappl i
cati
on curri
cul
um knowl edge applicati
onsof
withinand withi
nand/ or teachi
ngareas. withinand content
across across across knowl edge
curri
culum curri
culum curri
culum withinand
areas teachingareas. teachingareas. across
curri
culum
teachingareas.

Str
and1. 2 1.2.1 1.2.2Use 1.2.
3 1.2.4Lead
Research- Demonst rat
e research-based Collaborate colleaguesi n
based an knowl edgeand withcol l
eagues the
knowledge under standi
ng princi
plesof i
nt heconduct adv ancementof
andprincipl
es ofr esearch- teachingand andappl icati
on thear tand
ofteaching based l
ear ni
ngt o ofresear chto scienceof
andlearning knowl edgeand enhance enrich teachingbased
principl
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teachingand practi
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l
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researchand
pedagogy .

Str
and1.3 1.3.
1Show 1.3.
2Ensur e 1.3.3Pr omot e 1.3.
4Ment or
Posit
iveuseof skil
lsint he thepositi
ve effecti
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I
CT positiveuseof useofICTt o strategiesinthe the
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e faci
li
tatethe positiveuseof i
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andl earning l
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process. process. andl earning positi
veuseof
process. ICTwi thinor
beyondt he
school.
 Highl
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Strand1.4 1.4.1 1.4.2Usea 1.4.3Evaluate 1.4.4Model a

Strategi
esfor Demonst r
ate rangeof withcolleagues compr ehensi
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it
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iteracyand l
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Strand1. 5 1.5.1Appl y 1.5.2Appl ya 1.5.3Dev el

op 1.5.4Lead
Strategiesf or teachi ng rangeof andappl y colleaguesi n
dev eloping strategiesthat teachi ng effective reviewi ng,
criti
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ti
cal strategi esto teachi ng modi fy i
ngand
creative andcr eati
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ical strategiest o expandi ngt heir
thinking,as thinking,and/or andcr eative promot ecriti
cal rangeof
wel lasot her otherhi gher- thinking, as andcr eativ
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order ordert hinki
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thinkingski l
ls skill
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cal
thinkingski l
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asot herhi gher-
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skill
s.

Strand1.6 1.6.1Use 1.6.2Di spl

ay 1.6.3Model and 1.6.4Show
Mot her Mot herTongue, proficientuse suppor t exempl aryskil
l
s
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ipinoand ofMot her colleaguesi n i
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ipinoand Englishto Tongue, thepr oficient theuseof
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teachingand teachingand Englisht o Tongue, Filipino Fil
ipinoand
l
ear ning l
ear ning. facil
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shi n
teachingand i
mpr ov e teachingand
l
ear ning. teachi ngand l
ear ningto
l
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tatethe
ast odev elop l
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thel earners' l
anguage,
prideoft hei r cogni ti
veand
l
anguage, academi c
heritageand dev el
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 Highl
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cul
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pri
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l
anguage,
heri
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cul
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Strand1.7 1.7.1 1.7.2Use 1.7.3Di splaya 1.7.4Exhi bit

Classroom Demonst r
ate effect
ivev er
bal wider angeof exempl ary
communi cat
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bal pract i
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nst r
ategi
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oft her angeof communi cati
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ategiesto communi cati
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classroom understanding, suppor tlearner communi cati
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communi cation parti
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on, under standing, strategi est o
strategiest hat engagement parti
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on, suppor tlearner
suppor tlear ner and engagement under standi ng,
under standing, achievement . and part i
cipat i
on,
partici
pat i
on, achiev ement . engagement
engagement and
and achi evementi n
achi evement . different
l
ear ning
cont ex t
s.

Domai
n2.Lear
ningEnv
ironment
Domai n2highli
ght
sther ol
eoft eacherstoprovi
del earni
ngenv ironmentsthataresaf e,
secur e,fai
randsupporti
veinor dertopromotelearnerresponsibili
tyandachievement .This
Domai ncenter
soncreatinganenv i
ronmentthatislearni
ng-focusedandi nwhicht eachers
effici
entlymanagelearnerbehav i
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calandv i
rtualspace.Ithighl
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ychal l
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ingact
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attainmentofhighstandardsofl earni
ng.

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St
rand2.
1 2.
1.1 2.
1.2Est
abl
i
sh 2.
1.3Exhi
bit 2.
1.4Appl
y
 Beginni
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Learner Demonst rate safeandsecur e effective compr ehensive

safetyand knowl edgeof l
ear ning strategiest hat knowl edgeof
securit
y poli
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ronment sto ensur esaf eand andactasa
guidelinesand enhancel ear
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procedur esthat throught he env i
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ion throught he procedur esthat
envir
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guidelinesand i
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ion
procedur es. policies, ofsaf eand
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l
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Str
and2.2 2.2.1 2.2.2Mai ntain 2.2.3Exhibit 2.2.4Adv ocate
Fai
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acti
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andcar eto l
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encour age andcar eto
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Str
and2. 3 2.3.1 2.3.2Manage 2.3.3Wor kwi t
h 2.3.4Model
Manageme Demonst r
ate classroom colleaguest o exempl ary
ntof knowl edgeof structuret o model andshar e practi
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cl
assroom managi ng engagel earners, effecti
v e managementof
str
ucture classroom i
ndi vi
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yori n techniquesi nt he classroom
and structuret hat groups, in managementof struct
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l
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i
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n reviewand
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hands- on env i
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n hands- onact iv
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 Beginni
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physi
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env
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Str
and2.4 2.4.
1 2.4.
2Mai ntain 2.4.3Wor kwi t
h 2.4.4Faci l
it
ate
Supportf
or Demonst rate supporti
v e colleaguest o processest o
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part
ici
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n l
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ve theschool 's
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onment s i
nspirelear ners l
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thatnurtureand toparti
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ronment sthat env i
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i
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parti
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aborat ein l
ear ner sto i
nspi relearner
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on.
l
earning. cooper ateand
collabor atein
cont inued
l
ear ning.

Strand2.5 2.5.
1 2.5.2Appl ya 2.5.3Model 2.5.
4Leadand
Promot i
on Demonst r
ate rangeof successf ul empower
ofpurposive knowledgeof successf ul strategiesand coll
eaguesi n
l
ear ni
ng l
earning strategiest hat suppor t promoting
envir
onment s mai ntainlearning colleaguesi n l
earning
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ronment s promot ing envir
onment s
l
earnerstowor k thatmot i
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ear ning thateff
ectively
producti
velyby l
ear nerst owor k env i
ronment st hat mot i
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assuming product ivelyby effectivel
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ty
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thei
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l
earning. theirown product ivelyby responsibi
li
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l
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rown
responsi bili
tyfor l
earning.
theirownl earning.

Str
and2.6 2.6.1 2.6.2Manage 2.6.3Exhi bi
t 2.6.4Pr ovi
de
Manageme Demonst r
ate l
ear nerbehav ior effecti
v eand l
eader shipin
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ear
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uctivelyby const r
uctive apply i
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-v
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olent management strategiesi
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ineinthe discipli
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l
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env
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l
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Domai
n3.Di
ver
sit
yofLear
ner
s
Domai n3emphasi zest hecent ralroleoft eacher
si nestabl
ishinglearni
ngenv i
ronments
thatareresponsivet olearnerdiv ersity.ThisDomainunder scoresthei mport
anceof
teachers’knowledgeandunder standi ngof ,aswel
l asrespectfor,l
earners’
diverse
character
isti
csandexper iencesasi nput stotheplanninganddesi gnoflearni
ng
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earnerstobesuccessf ulci
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i
nachangi nglocalandgl obal env i
ronment .

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St
rand3.
1 3.1.1 3.1.2Use 3.1.3Wor kwi th 3.1.4Lead
Demonst rate differentiated, colleaguest o colleaguest o
Learner
s' knowl edgeand dev elopment al
l
y shar e eval uate
gender, understandi ng appr opr i
ate differentiated, different i
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ate enr i
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est o teachi ng
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i
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estsand i
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ear ner s'
experiences. exper iences. strengt hs, differences
i
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ngender ,
exper iences. needs,
strengt hs,
i
nt erest sand
exper iences.

St
rand3.
2 3.2.1Impl ement 3.2.2Establ
isha 3.2.
3Exhibi
ta 3.2.
4Model
teaching l
ear ner-
cent
ered l
earner-
center
ed exemplary
Learner
s' strategiesthat culturebyusing cult
urethat teachi
ng
l
inguist
ic, arer esponsive teaching promotessuccess practi
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cult
ural
, tot helearners' strategi
esthat byusingeff
ecti
ve that
 Beginni
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soci
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inguistic, respondt ot hei
r teaching recogni ze
economic cultural
, soci
o- l
inguistic,cult
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irm
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igi
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inguistic,cult
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andr eli
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backgr ounds. i
cand
rel
igious
backgr ounds
topr omot e
l
ear ner
success.

St
rand3.
3 3.3.1Use 3.3.2Desi gn, 3.3.3Assi st 3.3.4Lead
strategies adaptand colleaguest o colleaguesi n
Learnerswith responsi veto i
mpl ement desi gn,adaptand desi gning,
di
sabi l
i
ties, l
ear nerswi t
h teaching i
mpl ement adapt i
ngand
gi
ftedness disabili
ties, strategiesthatar
e teachi ng i
mpl ement i
n
andt al
ents giftednessand responsi veto strategiesthatar
e gt eachi ng
talents. l
ear nerswi t
h responsi veto strategies
disabili
ties, l
ear ner swit
h thatar e
giftednessand disabiliti
es, responsi v
et o
talents. giftednessand l
ear ner swi t
h
talents. disabi l
iti
es,
giftedness
andt al
ent s.

Str
and3.4 3.4.1 3.4.2Pl anand 3.4.3Ev aluatewit
h 3.4.4Model a
Learner
sin Demonst rate deliv erteaching colleagues rangeofhi gh
di
ffi
cult under standing strat egiesthatare teachi ng l
ev el skil
ls
ci
rcumstance oft hespeci al responsi vetothe strat egiesthatare responsi v eto
s educat ional speci al responsi vetothe thespeci al
needsof educat i
onalneeds speci al educat i
onal
l
ear ner sin ofl ear nersin educat i
onalneeds needsof
difficult difficul t ofl ear nersin l
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ci
r cumst ances, circumst ances, difficul t difficult
i
ncl udi ng: i
ncl udi ng: circumst ances, circumst ance
geogr aphic geogr aphic i
ncl udi ng: s,including:
i
sol at i
on; i
sol at ion;chr
onic geogr aphic geogr aphic
chr onici l
lness; i
llness; i
sol at ion;chr
onic i
sol ation;
displ acement displ acementdue i
llness; chr onic
duet oar med toar medconf l
i
ct, displ acementdue i
llness;
 Beginni
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Teachers Teacher
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confli
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ban urbanresettl
ement toarmedconf li
ct, displ
acement
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s;chil
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aborpr act
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s;
chil
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andchi l
d
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abor
practi
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Strand3.5 3.5.1 3.5.2Adaptand 3.5.3Dev elopand 3.5.4Show

Lear ner
s Demonst r
ate usecul t
urall
y appl yteaching compr ehensi
fr
om knowl edgeof appr opriate strategiesto veski l
lsi n
i
ndi genous teachi ng teaching addr esseffecti
vel
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om oflear nersfrom i
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i
ndi genous i
ndi genous strategiest o
groups. groups. addr ess
effectively
theneedsof
l
ear nersf rom
i
ndi genous
groups.

Domai
n4.Cur
ri
cul
um andPl
anni
ng
Domai n4addr essest eachers’knowledgeofandi nteractionwi t
ht henat i
onal andlocal
curriculum requirements.ThisDomai nencompassest heirabil
it
yt otranslatecurri
culum
cont entintolearningacti
viti
est hatarerelevanttolearner sandbasedont hepr i
nci
plesof
effectiveteachingandl earni
ng.I texpectsteacherstoappl ytheirprofessionalknowledgeto
plananddesi gn, i
ndivi
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hcol leagues, well
-structuredand
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cont extual
lyrelevant,r
esponsi vetolearners’needsandi ncorporatear angeoft eachingand
l
ear ningresour ces.TheDomai nexpect steacherstocommuni catelearninggoal sto
suppor tlearnerpar t
ici
pati
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ngandachi ev ement .

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 Beginni
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St
rand4.
1 4.1.
1Pr epar
e 4.1.
2Pl an, 4.1.3Dev el
opand 4.1.
4Model
developmental
ly manageand appl yeffecti
v e exempl ar
y
Planni
ngand sequenced i
mpl ement strategiesint he practi
ceand
management teachingand development al
ly planni ngand l
ead
ofteaching l
earningprocess sequenced managementof coll
eaguesin
andlearning tomeet teachingand dev elopment all
y enhancing
process curri
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earningpr ocess sequenced current
requir
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cesin
curri
culum l
ear ningpr ocess theplanning
requir
ement sand tomeet and
vari
edt eaching curriculum management
contexts. requirement sand of
variedt eaching developmental
cont exts. l
ysequenced
teachingand
l
earning
process.

Str
and4. 2 4.2.
1I dent
if
y 4.2.
2Set 4.2.
3Model to 4.2.4Exhi bit
Learning l
earning achievableand coll
eaguest he high-lev el
outcomes outcomest hat appropriat
e sett
ingof skil
lsandl ead
al
ignedwi th areali
gnedwi t
h l
earning achievableand i
nset ting
l
earning l
earning outcomest hat chall
enging achiev abl eand
compet enci
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l
earning outcomest hatare l
ear ning
compet enci
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ignedwi th outcomest hat
l
earning areal igned
compet enciesto withl ear ning
cult
ivateacultur
e compet encies
ofexcellencefor towar dst he
al
l l
earners. culti
v ationofa
cultureof
excellencef or
all
.

Strand4.3 4.3.
1 4.3.
2Adaptand 4.3.
3Wor k 4.3.
4Pr ovi
de
Relevance Demonst r
ate i
mpl ement coll
aborati
v el
y adviceinthe
and knowl edgeinthe l
earning withcoll
eaguest o designand
responsivene i
mpl ement at
ion programsthat evaluat
ethe i
mpl ementati
o
ssofl ear
ning ofrelevantand ensurerel
evance designoflearning nofr el
evant
programs responsive and programst hat and
l
earning responsi
veness developthe responsiv
e
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pr
ogr
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all
lear
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atdi
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ity dev elopthe
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andski ll
sof
l
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fer entabil
it
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l
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St
rand4.
4 4.4.1Seekadv ice 4.4.2Par ti
cipate 4.4.
3Rev iewwith 4.4.4Lead
concer ning i
ncol legial coll
eagues, colleaguesi n
Professi
onal strategiesthat discussionst hat teacherand professional
coll
aborati
on canenr ich uset eacherand l
earnerfeedback discussi onsto
toenrich teaching l
ear nerfeedback toplan,faci
li
tat
e, planand
teaching practice. toenr ich andenr i
ch i
mpl ement
practi
ce teaching teachi
ngpr acti
ce. strategiesthat
practice. enrich
teaching
pract i
ce.

St
rand4.
5 4.5.
1Showski l
l
s 4.5.
2Sel ect, 4.5.3Adv iseand 4.5.
4Model
i
nt hesel ecti
on, develop,organize guidecol leagues exempl ary
Teachingand devel opmentand anduse i
nt hesel ect i
on, skil
lsandl ead
l
earning useofav ar
iet
y appropriate organi zati
on, coll
eaguesi n
resources ofteachi ngand teachingand devel opmentand the
i
ncludingICT l
ear ning l
earning useofappr opri
ate development
resour ces, resources, teachi ngand andev aluat i
on
i
ncludi ngICT,to i
ncludingI CT,to l
ear ning ofteachi ng
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goals. goals. i
ncludi ngI CT,to resources,
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andbey ond
theschool .

Domai
n5.AssessmentandRepor
ti
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Domain5r el
atestopr ocessesassociat
edwithav ari
etyofassessmenttoolsandst rat
egies
usedbyt eachersinmoni tori
ng,eval
uati
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ngandr epor
ti
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progr
essandachi ev ement .Thi
sDomai nconcernstheuseofassessmentdat ainav ar
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ngprocessandpr ograms.It
concernsteacherspr ovi
dinglearner
swiththenecessaryfeedbackaboutlearningoutcomes.
Thisf
eedbackinf
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cleandenabl
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eacher
stosel
ect
,or
gani
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soundassessmentpr
ocesses.

Beginni
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St
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Teachers Teacher
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St
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e select ,
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andut i
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strat
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curri
culum consi stentwi th format iveand
requir
ement s. curriculum summat i
v e
requi r
ement s. assessment
strategies
consi stentwi th
cur r
iculum
requirement s.

St
rand5.
2 5.2.1 5.2.2Moni t
or 5.2.3I nt
erpret 5.2.4Pr ovi
de
Demonst r
ate andev aluate collaborativ
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oringand ment or
andev aluat
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on colleaguesi n
oflearner evaluat i
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ve
progressand l
ear ner attainmentdat a. attainmentdat a anal ysi
sand
achievement progr essand tosuppor tl
earner useofl ear
ner
achiev ement progr essand attainmentdat a.
usingl earner achi evement .
attainment
data.

St
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3 5.3.
1 5.3.2Use 5.3.3Use 5.3.
4Exhibit
Demonst r
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l
s
Feedbackt
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i
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l
earning ti
mely, const ruct
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accurateand feedbackt o const ruct
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 Beginni
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St
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Teachers Teacher
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construct
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earner feedbackto apply i
ng
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for
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i
mpr ove l
earnerstoref
lect effectivel
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l
earner onandi mprov
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mance. thei
rown accur ateand
l
earning. const ruct
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feedbackt o
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ear nersto
i
mpr ove
l
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achiev ement.

St
rand5.
4 5.4.1 5.4.
2 5.4.
3Appl yskil
ls 5.4.4Shar ewi t
h
Demonst rat
e Communi cat
e i
nt heeffective colleaguesa
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io fami l
iari
tywith prompt l
yand communi cati
on wider angeof
nofl ear
ner ar angeof cl
ear l
ythe oflearnerneeds, strategiest hat
needs, strategiesfor l
earners'needs, progressand ensur eef fectiv
e
progressand communi cati
n progressand achievementt o communi cation
achievement glear ner achievementto keystakehol ders, oflearner
tokey needs, keystakeholders, i
ncluding needs, progr ess
stakeholders progr essand i
ncluding parents/guardian and
achiev ement. parents/guar
dian s. achi ev
ementt o
s. key
stakehol ders,
i
ncl uding
parents/ guardia
ns.

St
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5 5.5.
1 5.5.
2Ut il
i
ze 5.5.3Wor k 5.5.4Lead
Demonst rat
e assessmentdata coll
abor ativel
y colleaguest o
Useof an toinformthe withcol l
eagues expl ore,desi
gn
assessment understandi
ng modi fi
cati
onof toanal yzeand andi mplement
datato ofther ol
eof teachingand util
i
ze effect ive
enhance assessment l
earning assessmentdat a pract icesand
teachingand dataas practi
cesand tomodi fy progr amsusi ng
l
earning feedbackin programs. practicesand i
nf ormat ion
practi
cesand teachingand programst o der i
v edf r
om
programs l
earning furt
hersuppor t assessment
practi
cesand l
ear nerpr ogress dat a.
programs. andachi evement.

Domai
n6.Communi
tyLi
nkagesandPr
ofessi
onal
Engagement
Domai n6af fi
rmst heroleoft eachersinest ablishingschool-communi typartnershipsaimed
atenr ichingthelearni
ngenv ironment ,aswel last hecommuni ty’
sengagementi nthe
educat iveprocess.ThisDomai nexpectsteacher st oidenti
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ties
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aspirat i
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i
mpor tanceoft eachers’under standi
ngandf ul
fill
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harmoni ousrel
ationshipswi thlearner
s,parent s,schoolsandt hewi dercommuni ty.

Highl
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Beginni
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St
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Teachers Teacher
s Teachers
Teachers

St
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1 6.1.
1 6.1.
2Mai ntai
n 6.1.
3Ref lecton 6.1.4Model
Demonst ratean l
earning andev aluate exempl ar
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earning pract i
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ntof ofknowl edgeof thatare envir
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envir
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sthatare thatare contexts. communi ty mai ntain
responsiv
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to communi t
y l
ear ning
communi ty contexts. env i
ronment s
contexts thatar e
responsi vet
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communi ty
cont exts.

St
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2 6.2.1Seek 6.2.2Bui l
d 6.2.3Gui de 6.2.4Leadi n
adv ice relati
onships colleaguest o consol idating
Engagement concer ning with strengt hen net workst hat
ofparents strategiest hat par ents/
guardia relati
onshi ps strengt hen
andthe build nsandt hewider with relati
onshi ps
widerschool relationships school par ents/guar di
a with
communi ty with communi tyto nsandt hewi der par ents/guar di
a
i
nt he par ents/guardia facili
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educati
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nv olvementin communi tyto school
process communi t
y . theeducat iv
e maxi mi zet heir communi tyto
process. i
nv olvementi n maxi mi zet heir
theeducat ive i
nv olvementi n
process. theeducat ive
process.
 Highl
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Beginni
ng Prof
ici
ent Dist
ingui
shed
St
rands Profi
cient
Teachers Teacher
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Teachers

St
rand6.3 6.3.1 6.3.2Rev iew 6.3.
3Di scuss 6.3.4Lead
Pr
ofessi
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et
hics awar enessof personal teachingand ther egul ar
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andr egul ati
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awsand
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becomef ami li
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witht he professionand teaching professi on, and
responsi bil
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specifiedi nthe responsi bil
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i
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CodeofEt hics specifiedi nthe responsi bil
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Teacher s. forProf essional CodeofEt hics Ethicsf or
Teacher s. forProf essional Prof essional
Teacher s. Teacher s.

St
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4 6.4.1 6.4.2Compl y 6.4.3Exhi bit 6.4.4Evaluate
Demonst rate withand commi t
mentt o existi
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thewi derschool par ents,and relationshi ps other
communi ty. other withl earner s, stakeholders.
stakehol ders. par entsand
other
stakehol der s.

Domain7.Per
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Growt
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ofessi
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Devel
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Domain7f ocusesont eachers’per
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t
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quali
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ThisDomai nval
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epract
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t
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elopmentforli
fel
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St
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1 7.1.
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2Appl ya 7.1.
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Phi
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St
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fyand 7.2.4Actas
Demonst r
ate practicesthat util
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Dignit
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orsthat uphol dthe prof essional and
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nt egrit
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l
ear ning
culture
withinand
bey ondt he
school .

St
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3 7.3.
1Seek 7.3.
2Par ti
cipat
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3Cont ri
but
e 7.3.4Takea
opportuni
ti
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onal acti
v el
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eader ship
Professi
onal establi
sh networksto professi
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l
inkswi t
h professi
onall
inks shareknowl edge networkswithi
n suppor t
ing
coll
eagues withcoll
eagues. andt oenhance andbet ween colleagues'
 Beginni
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pr
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St
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4 7.4.
1 7.4.
2Dev el
opa 7.4.
3I nit
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Demonst ratean personal professional Demonst r
ate
Professi
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refl
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mpr ovement promot elearni
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andlearni
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toimprove refl
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St
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5 7.5.
1 7.5.
2Set 7.5.3Ref l
ecton 7.5.4Lead
Demonst rate professi
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ippi
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Prof essional
Standar ds
 Beginni
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for
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GLOSSARYOFTERMS
Lear
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otherequi
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assroom desi
gnedtomax i
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hatteacher
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them t
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ivel
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sandt eachers

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Cr
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l
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nvol
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ooki
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f
ormanyrightanswersrat
herthanjustone.

Cr
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thi
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l
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lect
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ts
mostbasi cexpression)occurswhenst udentsar e
analyzi
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uating,inter
preti
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zing
i
nformationandappl y
ingcreati
vethoughtt oform an
argument,solveapr oblem,orreachaconcl usion.

Dev
elopment
all
yAppr
opr
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e Teachi
ngandl
ear
ningact
ivi
ti
esandt
askssui
tedt
othe
 Lear
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rom di
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for
mat
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or
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summativ
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Lear
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abi
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iti
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ski
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anddev
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all
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s

Di
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i
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ficulti
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mi sconcept i
onst hatt helearnermighthave,whi ch,i
f
undi agnosed,mi ghtaf fecttheirl
earni
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BasedonDepEdOr derNo.8, s.2015,t
hereareonl ytwo
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Domai
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l
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unit,orcour se.Format i
veassessment shelpt eacher s
i
dent ifyconcept sthatstudentsarest r
uggl i
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adjust ment scanbemadet olessons,instructional
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DepEDOr derNo.8, s.2015,p.2oni t
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definition.)

Hi
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 Lear
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I
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cat
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I
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Lear
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Thef i
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i
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Lear
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appl
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ruct
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Local
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iculum contentt
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ongue Thenat
ivel
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ir
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Nat
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ect
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aughti
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escr
ibedbyt
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 Lear
nerdataobt
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rom di
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AssessmentDat
a
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Depar
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Non-
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oidst
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ati
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ive
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Numer
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andmat
hemat
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oom withappropr
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l
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Posi
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Posi
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CT Responsi
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opr
iat
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CTt
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andrei
nfor
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Pr
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abor
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oget
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l
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her
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akeholder
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icht
heteachi
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ear
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act
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 Lear
nerdataobt
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rom di
agnost
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AssessmentDat
a
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Pr
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theyr
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andshar
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Pr
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k Referstotheconnectedcommuni tyofeducators,which
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Pr
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lect
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yt oreflecti
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le
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san
i
mpor tantfeat
ureofprof
essional developmentprogram f
or
teachers.

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or Publi
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nest eacherqual
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-
teachers defi
neddomains,st
rands,andindicator
sthatprovide
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ce,
and
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veengagement

Pur
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udy

School/
lear
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ty Seel
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context

St
rand Morespeci
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domai
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ofessi
onalstandardsfort
eachers
 Lear
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ainedf
rom di
agnost
ic,
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mat
iveand/
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AssessmentDat
a
summativ
eassessmentpract
ices

Summat
iveassessment Usedt oevaluatestudentlearni
ng,skil
lacqui
siti
on,and
academi cachievementatt heconclusi
onofadef ined
i
nstructi
onal per
iod—typicall
yattheendofapr oject,uni
t,
quarter,
semest er,
program, orschoolyear.(
Pleasealso
ref
ert oDepEdOr derNo.8, s.2015,pp.2-3foradditi
onal
descript
ionofsummat i
veassessment .)

Teachi
ngandl
ear
ning Teachi
ngai
dsandothermat eri
alst
hatteachersusenot
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ces onlyt
oenhancet
eachingandlearni
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stomeettheexpectati
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earningasdefinedby
thecur
ri
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um.

Verbalcommuni
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ion Or
alorspokenmeansoft
ransmi
tt
ingi
nfor
mat
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st
rategies meani
ng

Vi
rt
ual
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neenvi
ronmentl
i
ket
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almedi
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e
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nteract

Wi
derschool
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ty Ref
erst
obot
hint
ernal
andext
ernal
stakehol
der
s