Philippine Professional Standards for Teachers (PPST) August 11, 2017

DepEd Order No. 42, s. 2017

NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR

TEACHERS

To:

Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned

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

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

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

4. The PPST aims to:

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

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

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

5. The PPST shall be used as a basis for all learning and development programs for teachers to ensure that teachers are
properly equipped to effectively implement the K to 12 Program. It can also be used for the selection and promotion of
teachers. All performance appraisals for teachers shall be based on this set of standards.
6. The regional offices shall be supported by their training and development personnel to organize and orient all the schools
divisions within their jurisdiction for the PPST. In addition, it shall take charge of the monitoring and evaluation at the division
level implementation. The schools division office shall have the same functions and responsibilities in the school districts
and secondary schools.

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

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

LEONOR MAGTOLIS BRIONES

Secretary

INTRODUCTION

Role of teachers

Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners who
are steeped in values, equipped with 21st century skills, and able to propel the country to development and progress. This
is in consonance with the Department of Education vision of producing: “Filipinos who passionately love their country and
whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation”
(DepED Order No. 36, s. 2013).

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

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

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.

The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on teacher
quality from pre-service education to in-service training. It articulates what constitutes teacher quality in the K to 12 Reform
through well-defined domains, strands, and indicators that provide measures of professional learning, competent practice,
and effective engagement. This set of standards makes explicit what teachers should know, be able to do and value to
achieve competence, improved student learning outcomes, and eventually quality education. It is founded on teaching
philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The professional
standards, therefore, become a public statement of professional accountability that can help teachers reflect on and assess
their own practices as they aspire for personal growth and professional development.

Teacher quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards describe the
expectations of teachers’ increasing levels of knowledge, practice and professional engagement. At the same time, the
standards allow for teachers’ growing understanding, applied with increasing sophistication across a broader and more
complex range of teaching/learning situations.

The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st Century in the
Philippines. Quality teachers in the Philippines need to possess the following characteristics:

 recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum
areas, coupled with a sound and critical understanding of the application of theories and principles of teaching and
learning. They apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and
current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and
learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies
and technologies to promote high-quality learning outcomes.
 provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility
and achievement. They create an environment that is learning-focused and they efficiently manage learner behavior
in a physical and virtual space. They utilize a range of resources and provide intellectually challenging and
stimulating activities to encourage constructive classroom interactions geared towards the attainment of high
standards of learning.
 establish learning environments that are responsive to learner diversity. They respect learners’ diverse
characteristics and experiences as inputs to the planning and design of learning opportunities. They encourage the
celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all
learners to be successful citizens in a changing local and global environment.
 interact with the national and local curriculum requirements. They translate curriculum content into learning activities
that are relevant to learners and based on the principles of effective teaching and learning. They apply their
professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and
sequenced lessons that are contextually relevant, responsive to learners’ needs and incorporate a range of teaching
 and learning resources. 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, progress and achievement. They use assessment data in a variety of ways to inform and enhance the
teaching and learning process and programs. They provide learners with the necessary feedback about learning
outcomes that informs the reporting cycle and enables teachers to select, organize and use sound assessment
processes.
 establish school-community partnerships aimed at enriching the learning environment, as well as the community’s
engagement in the educative process. They identify and respond to opportunities that link teaching and learning in
the classroom to the experiences, interests and aspirations of the wider school community and other key
stakeholders. They understand and fulfill their obligations in upholding professional ethics, accountability and
transparency to promote professional and harmonious relationships with learners, parents, schools and the wider
community.
 value personal growth and professional development and exhibit high personal regard for the profession by
maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. They value
personal and professional reflection and learning to improve their practice. They assume responsibility for personal
growth and 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. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security

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

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

1. Learners’ gender, needs, strengths, interests and experiences

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

Domain 4, Curriculum and Planning, includes five strands:

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1. Planning and management of teaching and learning process

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

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

1. Design, selection, organization and utilization of assessment strategies

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

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

1. Establishment of learning environments that are responsive to community contexts

2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures

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

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

Career stages

Teacher professional development happens in a continuum from beginning to exemplary practice. Anchored on the principle
of lifelong learning, the set of professional standards for teachers recognizes the significance of a standards framework that
articulates developmental progression as teachers develop, refine their practice and respond to the complexities of
educational reforms.

The following statements, which define the work of teachers at different career stages, make explicit the elements of high-
quality teaching for the 21st century. They comprise descriptors that have been informed by teachers’ understandings of
what is required at each of the four Career Stages. The descriptors represent a continuum of development within the
profession by providing a basis for attracting, preparing, developing and supporting teachers.

Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession.
They have a strong understanding of the subjects/areas in which they are trained in terms of content knowledge and
pedagogy. They possess the requisite knowledge, skills and values that support the teaching and learning process. They
manage learning programs and have strategies that promote learning based on the learning needs of their students. They
seek advice from experienced colleagues to consolidate their teaching practice.

Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching and
learning process. They provide focused teaching programs that meet curriculum and assessment requirements. They
display skills in planning, implementing, and managing learning programs. They actively engage in collaborative learning
with the professional community and other stakeholders for mutual growth and advancement. They are reflective
practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.

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

Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices.
They exhibit exceptional capacity to improve their own teaching practice and that of others. They are recognized as leaders
in education, contributors to the profession and initiators of collaborations and partnerships. They create lifelong impact in
the lives of colleagues, students and others. They consistently seek professional advancement and relevance in pursuit of
teaching quality and excellence. They exhibit commitment to inspire the education community and stakeholders for the
improvement of education provision in the Philippines.
 Domains/ Strands/ Indicators for Different Career Stages

Domain 1. Content Knowledge and Pedagogy

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

Beginning Proficient Highly Proficient Distinguished

Strands
Teachers Teachers Teachers Teachers

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

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

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

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

literacy and literacy and achievement in literacy

numeracy skills. numeracy. and numeracy.

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

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

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

different learning
contexts.

Domain 2. Learning Environment

Domain 2 highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement. This Domain centers on creating an environment that is learning-
focused and in which teachers efficiently manage learner behavior in a physical and virtual space. It highlights the need
for teachers to utilize a range of resources and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high standards of learning.

Beginning Proficient Highly Proficient Distinguished

Strands
Teachers Teachers Teachers Teachers

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

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

Strand 2.3 2.3.1 Demonstrate 2.3.2 Manage 2.3.3 Work with 2.3.4 Model exemplary
Management knowledge of classroom structure colleagues to model practices in the
of classroom managing to engage learners, and share effective management of
structure and classroom structure individually or in techniques in the classroom structure and
activities that engages groups, in management of activities, and lead
 Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers

learners, individually meaningful classroom structure to colleagues at the whole-

or in groups, in exploration, engage learners, school level to review
meaningful discovery and individually or in and evaluate their
exploration, hands-on activities groups, in meaningful practices.
discovery and within a range of exploration, discovery
hands-on activities physical learning and hands-on
within the available environments. activities within a
physical learning range of physical
environments. learning environments.

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

Strand 2.5 2.5.1 Demonstrate 2.5.2 Apply a range 2.5.3 Model successful 2.5.4 Lead and empower
Promotion of knowledge of of successful strategies and support colleagues in promoting
purposive learning strategies that colleagues in learning environments
learning environments that maintain learning promoting learning that effectively motivate
motivate learners to environments that environments that learners to achieve
work productively by motivate learners to effectively motivate quality outcomes by
assuming work productively by learners to work assuming responsibility
responsibility for assuming productively by for their own learning.
their own learning. responsibility for assuming
their own learning. responsibility for their
own learning.

Strand 2.6 2.6.1 Demonstrate 2.6.2 Manage 2.6.3 Exhibit effective 2.6.4 Provide leadership
Management knowledge of learner behavior and constructive in applying a wide range
of learner positive and non- constructively by behavior management of strategies in the
behavior violent discipline in applying positive skills by applying implementation of
the management of and non-violent positive and non- positive and non-violent
learner behavior. discipline to ensure violent discipline to discipline
 Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers

learning-focused ensure learning- policies/procedures to

environments. focused environments. 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.

Beginning Highly Proficient Distinguished

Strands Proficient Teachers
Teachers Teachers Teachers

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

Strand 3.2 3.2.1 Implement 3.2.2 Establish a 3.2.3 Exhibit a learner- 3.2.4 Model
teaching strategies learner-centered centered culture that exemplary teaching
Learners' that are responsive culture by using promotes success by practices that
linguistic, to the learners' teaching strategies using effective recognize and affirm
cultural, socio- linguistic, cultural, that respond to their teaching strategies diverse linguistic,
economic and socio-economic and linguistic, cultural, that respond to their cultural,
religious religious socio-economic and linguistic, cultural, socioeconomic and
backgrounds backgrounds. religious backgrounds. socioeconomic and religious
religious backgrounds. backgrounds to
promote learner
success.
 Beginning Highly Proficient Distinguished
Strands Proficient Teachers
Teachers Teachers Teachers

Strand 3.3 3.3.1 Use strategies 3.3.2 Design, adapt 3.3.3 Assist 3.3.4 Lead
responsive to and implement colleagues to design, colleagues in
Learners with learners with teaching strategies adapt and implement designing, adapting
disabilities, disabilities, that are responsive to teaching strategies and implementing
giftedness and giftedness and learners with that are responsive to teaching strategies
talents talents. disabilities, giftedness learners with that are responsive
and talents. disabilities, giftedness to learners with
and talents. disabilities,
giftedness and
talents.

Strand 3.4 3.4.1 Demonstrate 3.4.2 Plan and deliver 3.4.3 Evaluate with 3.4.4 Model a range
Learners in understanding of the teaching strategies colleagues teaching of high level skills
difficult special educational that are responsive to strategies that are responsive to the
circumstances needs of learners in the special responsive to the special educational
difficult educational needs of special educational needs of learners in
circumstances, learners in difficult needs of learners in difficult
including: circumstances, difficult circumstances, circumstances,
geographic isolation; including: geographic including: geographic including: geographic
chronic illness; isolation; chronic isolation; chronic isolation; chronic
displacement due to illness; displacement illness; displacement illness; displacement
armed conflict, due to armed conflict, due to armed conflict, due to armed
urban resettlement urban resettlement or urban resettlement or conflict, urban
or disasters; child disasters; child abuse disasters; child abuse resettlement or
abuse and child and child labor and child labor disasters; child
labor practices. practices. practices. abuse and child labor
practices.

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

Domain 4. Curriculum and Planning

Domain 4 addresses teachers’ knowledge of and interaction with the national and local curriculum requirements. This
Domain encompasses their ability to translate curriculum content into learning activities that are relevant to learners and
based on the principles of effective teaching and learning. It expects teachers to apply their professional knowledge to plan
and design, individually or in collaboration with colleagues, well-structured and sequenced lessons. These lesson
sequences and associated learning programs should be contextually relevant, responsive to learners’ needs and
incorporate a range of teaching and learning resources. The Domain expects teachers to communicate learning goals to
support learner participation, understanding and achievement.

Beginning Highly Proficient Distinguished

Strands Proficient Teachers
Teachers Teachers Teachers

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

Strand 4.2 4.2.1 Identify 4.2.2 Set achievable 4.2.3 Model to 4.2.4 Exhibit high-
Learning learning outcomes and appropriate colleagues the setting level skills and lead in
outcomes that are aligned with learning outcomes of achievable and setting achievable
aligned with learning that are aligned with challenging learning and challenging
learning competencies. learning outcomes that are learning outcomes
competencies competencies. aligned with learning that are aligned with
competencies to learning
cultivate a culture of competencies
excellence for all towards the
learners. cultivation of a culture
of excellence for all.

Strand 4.3 4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide advice
Relevance and knowledge in the implement learning collaboratively with in the design and
responsiveness implementation of programs that colleagues to evaluate implementation of
of learning relevant and ensure relevance the design of learning relevant and
programs responsive learning and responsiveness programs that develop responsive learning
programs. the knowledge and programs that
 Beginning Highly Proficient Distinguished
Strands Proficient Teachers
Teachers Teachers Teachers

to the needs of all skills of learners at develop the

learners. different ability levels. knowledge and skills
of learners at different
ability levels.

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

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

Domain 5. Assessment and Reporting

Domain 5 relates to processes associated with a variety of assessment tools and strategies used by teachers in monitoring,
evaluating, documenting and reporting learners’ needs, progress and achievement. This Domain concerns the use of
assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. It concerns
teachers providing learners with the necessary feedback about learning outcomes. This feedback informs the reporting
cycle and enables teachers to select, organize and use sound assessment processes.

Beginning Highly Proficient Distinguished

Strands Proficient Teachers
Teachers Teachers Teachers

Strand 5.1 5.1.1 Demonstrate 5.1.2 Design, select, 5.1.3 Work 5.1.4 Lead initiatives in
knowledge of the organize and use collaboratively with the evaluation of
Design, design, selection, diagnostic, formative colleagues to review assessment policies
selection, organization and and summative the design, selection, and guidelines that
 Beginning Highly Proficient Distinguished
Strands Proficient Teachers
Teachers Teachers Teachers

organization and use of diagnostic, assessment organization and use of relate to the design,
utilization of formative and strategies consistent a range of effective selection, organization
assessment summative with curriculum diagnostic, formative and use of effective
strategies assessment requirements. and summative diagnostic, formative
strategies assessment strategies and summative
consistent with consistent with assessment strategies
curriculum curriculum consistent with
requirements. requirements. curriculum
requirements.

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

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

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

Strand 5.5 5.5.1 Demonstrate 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead colleagues
an understanding assessment data to collaboratively with to explore, design and
Use of of the role of inform the colleagues to analyze implement effective
assessment data assessment data modification of and utilize assessment practices and programs
to enhance as feedback in teaching and learning data to modify using information
teaching and teaching and practices and practices and derived from
learning learning practices programs. programs to further assessment data.
practices and and programs. support learner
programs progress and
achievement.

Domain 6. Community Linkages and Professional Engagement

Domain 6 affirms the role of teachers in establishing school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process. This Domain expects teachers to identify
and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations
of the wider school community and other key stakeholders. It concerns the importance of teachers’ understanding and
fulfilling their obligations in upholding professional ethics, accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and the wider community.

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
Teachers Teachers

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

Strand 6.2 6.2.1 Seek advice 6.2.2 Build 6.2.3 Guide 6.2.4 Lead in
concerning strategies relationships with colleagues to consolidating
Engagement of that build parents/guardians strengthen networks that
parents and the relationships with and the wider school relationships with strengthen
wider school parents/guardians community to parents/guardians and relationships with
community in facilitate involvement the wider school parents/guardians
 Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers

the educative and the wider in the educative community to and the wider school
process community. process. maximize their community to
involvement in the maximize their
educative process. involvement in the
educative process.

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

Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with 6.4.3 Exhibit 6.4.4 Evaluate
knowledge and and implement school commitment to and existing school
School policies understanding of policies and support teachers in policies and
and procedures school policies and procedures the implementation of procedures to make
procedures to foster consistently to foster school policies and them more
harmonious harmonious procedures to foster responsive to the
relationship with the relationships with harmonious needs of the learners,
wider school learners, parents, and relationships with parents and other
community. other stakeholders. learners, parents and stakeholders.
other stakeholders.

Domain 7. Personal Growth and Professional Development

Domain 7 focuses on teachers’ personal growth and professional development. It accentuates teachers’ proper and high
personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect
and integrity. This Domain values personal and professional reflection and learning to improve practice. It recognizes the
importance of teachers’ assuming responsibility for personal growth and professional development for lifelong learning.
 Proficient Highly Proficient Distinguished
Strands Beginning Teachers
Teachers Teachers Teachers

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

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

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

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

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

GLOSSARY OF TERMS

Learner data obtained from diagnostic, formative and/or summative

Assessment Data
assessment practices

Classroom Structure The physical set-up of the learning environment which generally includes the
arrangement of chairs, tables, and other equipment in the classroom designed to
maximize learning

Content Knowledge Competencies that teachers are expected to master for them to teach efficiently
and effectively

Culturally-appropriate teaching Teaching strategies that respect cultural differences between and among students
strategies and teachers

Curriculum Areas Different learning/subject areas taught and learned in the basic education
curriculum

Creative thinking skills Involve exploring ideas, generating possibilities and looking for many right
answers rather than just one.
 Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices

Critical thinking skills Refer to the many kinds of intellectual skills that (in its most basic expression)
occurs when students are analyzing, evaluating, interpreting, or synthesizing
information and applying creative thought to form an argument, solve a problem,
or reach a conclusion.

Developmentally Appropriate Teaching and learning activities and tasks suited to the needs, abilities, skills, and
Learning Experience developmental level of learners

Diagnostic assessment Assesses what the learner already knows prior to instruction. It also analyzes the
nature of difficulties and misconceptions that the learner might have, which, if
undiagnosed, might affect their learning of newer concepts. Based on DepEd
Order No. 8, s. 2015, there are only two types of classroom assessment, namely,
formative and summative. Formative assessment already covers diagnostic
assessment.

Differentiated Teaching Teaching-learning processes involving a wide variety of texts, tasks, processes
and products suited to the various learning needs of diverse students

Domain Broad conceptual sphere of teaching and learning practices defined by specific
strands in the set of professional standards for teachers

Formative assessment Refers to a wide variety of methods that teachers use to conduct in-process
evaluations of student comprehension, learning needs, and academic progress
during a lesson, unit, or course. Formative assessments help teachers identify
concepts that students are struggling to understand, skills they are having difficulty
acquiring, or learning standards they have not yet achieved so that adjustments
can be made to lessons, instructional techniques, and academic support. (Please
also refer to DepED Order No. 8, s. 2015, p. 2 on its 3-paragraph definition.)
 Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices

Higher Order Thinking Skills Complex thinking processes which include logical and critical analysis, evaluation
and synthesis thinking that enable individuals to reflect, solve problems and create
products/solutions

Indicators Concrete, observable and measurable teacher behaviors/practices covered in

every strand in the set of professional standards for teachers

Indigenous groups People who have, under claims of ownership since time immemorial, occupied,
possessed and utilized ancestral territories, shared common bonds of language,
customs, traditions, and other unique cultural traits (RA 8371: IPRA)

Learner Attainment Data Evidence of learning, progress or achievement in learner performance reflected in
various assessment results, portfolios, class records and report cards

Learner interests Pertain to student's personal preferences, likes or dislikes, which must be
considered in the teachinglearning process. The first step to differentiate for
interests is to find out what learners care about and like to do.

Learner needs Refer to an observable gap between the learner's present knowledge or
competence and the curriculum standards identified as necessary for the grade
level.

Learner strengths Refer to the learner's present knowledge or competence that helps him/her in
meeting the standards identified.

Learning experiences Refer to any interaction, course, program, or other involvement in which learning
takes place, whether it occurs in traditional academic settings (schools,
classrooms) or nontraditional settings (outside-of-school locations, outdoor
environments), or whether it includes traditional educational interactions (students
 Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices

learning from teachers and professors) or nontraditional interactions (students

learning through games and interactive software applications).

Learning Focused Instructional and assessment strategies that target meaningful learning

Learning goals Reflect long-term objectives to learn new skills, master new tasks, or understand
new things. They refer to specific knowledge, skills, attitudes and values stated as
curriculum competencies that children must develop as a result of the teaching-
learning process

Learning Outcomes Products and performance targets through which students demonstrate the
knowledge, skills and attitudes they have learned

Learning Programs Organized and sequenced set of strategies, activities and tasks that effect learning

Learning/Teaching Contexts Teaching/learning situations and all the circumstances in which learners learn from
instruction

Local curriculum Educational curriculum content that is informed by and responsive to the "cultural
and socioeconomic realities" (UNESCO, 2012; 31) of local populations in order to
engage students in the learning process

Mother tongue The native language or the first language the learner learns as a child

National curriculum Subjects or topics taught in schools as prescribed by the Department of Education
 Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices

Non-verbal communication Communication that does not involve the use of words, e.g., facial expressions,
strategies gestures, and tone of voice

Non-violent discipline A form of discipline that avoids the use of punishment such as spanking, verbal
abuse and humiliation (see Positive discipline)

Numeracy and literacy skills Reading, writing, and mathematical skills needed to cope with everyday life

Philosophy of teaching Teachers' views, understandings and conceptualization of teaching and learning

Physical space/physical Any area conducive to learning which usually includes a safe classroom with
learning environment appropriate devices for teaching and learning

Positive discipline Non-violent, respectful and diplomatic means of disciplining a learner or managing
learner behavior through dialogue and counseling instead of punishment (see
Non-violent discipline)

Positive use of ICT Responsible, ethical or appropriate use of ICT to achieve and reinforce learning

Professional collaboration Teachers working together with colleagues and other stakeholders to enrich the
teaching-learning practice

Professional learning Something most teachers and educators do every day, as they reflect on their
professional practice, work together and share ideas, and strive to improve learner
outcomes.

Professional network Refers to the connected community of educators, which may also be an online
community like LinkedIn among others. This is a vibrant, ever-changing group of
 Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices

connections to which teachers go to share and learn. These groups reflect their
values, passions, and areas of expertise.

Professional reflection Refers to the teacher's capacity to reflect in action (while teaching) and on action
(after teaching), which is an important feature of professional development
program for teachers.

Professional standards for Public document that defines teacher quality through well-defined domains,
teachers strands, and indicators that provide measures of professional learning, competent
practice, and effective engagement

Purposive learning Knowledge and skills acquisition designed with a clear purpose, goal or objective
in mind

Research-based knowledge Information, knowledge or data acquired through systematic investigation and
logical study

School/learning/community See learning context

context

Strand More specific dimensions of teacher practice under every domain in the set of
professional standards for teachers

Summative assessment Used to evaluate student learning, skill acquisition, and academic achievement at
the conclusion of a defined instructional period—typically at the end of a project,
unit, quarter, semester, program, or school year. (Please also refer to DepEd
Order No. 8, s. 2015, pp. 2-3 for additional description of summative assessment.)
 Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices

Teaching and learning Teaching aids and other materials that teachers use not only to enhance teaching
resources and learning but also to assist learners to meet the expectations for learning as
defined by the curriculum.

Verbal communication Oral or spoken means of transmitting information and meaning

strategies

Virtual space The online environment like the social media where people can interact

Wider school community Refers to both internal and external stakeholders

Walk-through Philippine Professional Standards for Teachers (PPST) Powerpoint Presentation by Margarita L.
Galias – Download at TeacherPH Facebook Group