Profed101 - SG2

FM-AA-CIA-15 Rev.
0 10-July-2020
Study Guide in PROFED 101: THE TEACHING PROFESSION
STUDY GUIDE FOR MODULE NO. 2
CHAPTER II: THE TEACHER IN THE CLASSROOM AND

COMMUNITY
MODULE OVERVIEW
• The National Competency- Based Teacher Standards

• Philippine Professional Standards For Teachers
• The 21st Century Teacher
• School and Community Relations
• Linkages and Networking with Organizations
MODULE LEARNING OBJECTIVES
1. Examine the responsiveness of the present teacher education curriculum to the needs of the teachers.
2. Relate the NCBTS to the Code of Ethics for Professional Teachers.
3. Deepen one’s understanding of the various roles of the teacher in the classroom and in the
community.
LEARNING CONTENTS
THE NATIONAL COMPETENCY- BASED TEACHER STANDARDS (NCBTS)
What is the NCBTS?
The NCBTS is an integrated theoretical framework that defines the different dimensions of
effective teaching, where effective teaching means being able to help all types of students learn the
different learning goals in the curriculum.
Why Do We Need the NCBTS?
Filipino teachers often get mixed signals about what it means to be an effective teacher. For
example, they may have been taught definitions of good teaching by teacher educators in their pre-
service education that seem to be different from what their principals and supervisors expect in their
schools. Or teachers are taught new teaching approaches that seem inconsistent with the Performance
Appraisal System. What is worse is when teachers who have the reputation of being ineffective
teachers are promoted to higher ranks.
The NCBTS provides a single framework that shall define effective teaching in all aspects of
a teacher’s professional life and in all phases of teacher development. The use of a single framework
should minimize confusion about what effective teaching is. The single framework should also
provide a better guide for all teacher development programs and projects from the school-level up to
the national level.
What Does Competency-Based Mean?
Basically, competency-based means that the standards or criteria for characterizing good
teaching are defined in terms of what the teacher is competent to do. So instead of defining good
teaching practice in terms of the teacher’s credentials, LET scores, grades in graduate school,
PANGASINAN STATE UNIVERSITY 1

FM-AA-CIA-15 Rev. 0 10-July-2020
degrees, personality traits, and so on, we look at what the teacher can do competently. In the
NCBTS, good teaching is being defined in terms of those practices that help students learn better. So,
the NCBTS is concerned with whether teachers are competent in helping students learn.
How Were These Competencies Chosen?
How Was the NCBTS Decided? The competencies in the NCBTS were derived from (a)
educational theories and empirical research on characteristics learning environment and teaching
practices that lead to effective student learning, and (b) documented successful practices and
programs of schools, divisions, regions, and educational reform projects in different parts of the
country. A technical working group was set up to study what types of classrooms learning
experiences were associated with high levels of student learning in the Philippines. Then the teaching
practices associated with these learning experiences were defined. These practices were then
organized and then presented in a series of national, zonal, and sectoral consultations for validation
and finalization. The bulk of the participants in the consultation were teachers and master teachers,
so we can be sure that actual classroom teachers validated these competencies. But there were also
school heads, principals, supervisors, superintendents and other division officials, regional directors
and other regional officials, representatives from academe, teacher education institutions, NGOs and
other government agencies like the CHED, PRC, CSC, and NEDA, among others.
What Are These Seven Domains?
The seven domains are:
1. Social Regard for Learning – The domain of Social Regard for Learning focuses on
the ideal that teachers serve as positive and powerful role models of the values of the
pursuit of learning and of the effort to learn, and that the teachers’ actions, statements,
and different types of social interactions with students exemplify this ideal.
2. Learning Environment – The domain of Learning Environment focuses on the
importance of providing for a social and physical environment within which all
students, regardless of their individual differences in learning, can engage the
different learning activities and work towards attaining high standards of learning.
3. Diversity Of Learners – The domain of Diversity of Learners emphasizes the ideal
that teachers can facilitate the learning process in diverse types of learners, by first
recognizing and respecting individual differences, then using knowledge about
students’ differences to design diverse sets of learning activities to ensure that all
students can attain appropriate learning goals.
4. Curriculum – The domain of Curriculum refers to all elements of the teaching-
learning process that work in convergence to help students attain high standards of
learning and understanding of the curricular goals and objectives. These elements
include the teacher’s knowledge of subject matter, teaching learning approaches and
activities, instructional materials and learning resources.
5. Planning, Assessing, And Reporting – The domain of Planning, Assessing and
Reporting refers to the aligned use of assessment and planning activities to ensure that
the teaching-learning activities are maximally appropriate to the students’ current
knowledge and learning levels. In particular, the domain focuses on the use of
assessment data to plan and revise teaching-learning plans, as well as the integration
of formative assessment procedures in the plan and implementation of teaching-
learning activities.
6. Community Linkages – The domain of Community Linkages focuses on the ideal

that school activities are meaningfully linked to the experiences and aspirations of the
students in their homes and communities. Thus, the domain focuses on teachers’
efforts directed at strengthening the links between school and community activities,
particularly as these links help in the attainment of the curricular objectives.
7. Personal Growth and Development – The domain of Personal Growth and
Professional Development emphasizes the ideal that teachers value having a high
personal regard, concern for professional development, and continuous improvement
as teachers.
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

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).
Evidence 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 several
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 teachers.
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:

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.
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

CAREER STAGES
Career Stage 1 Career Stage 2 Proficient Career Stage 3 Career Stage 4
Beginning Teachers Teachers Highly Proficient Teachers Distinguished Teachers
Beginning Teachers have Proficient Teachers are Highly Proficient Teachers Distinguished Teachers
gained the qualifications professionally independent consistently display a high embody the highest
recognized for entry into in the application of skills level of performance in their standard for teaching
the teaching profession. vital to the teaching and teaching practice. grounded in global best
learning process. practices.
They have a strong They manifest an in-depth
understanding of the They provide focused and sophisticated They exhibit exceptional
subjects/areas in which teaching programs that understanding of the teaching capacity to improve their
they are trained in terms meet curriculum and and learning process. own teaching practice and
of content knowledge and assessment requirements. that of others.
pedagogy. They have high education-
They display skills in focused situation cognition, They are recognized as
They possess the requisite planning, implementing, are more adept in problem leaders in education,
knowledge, skills and and managing learning solving and optimize contributors to the
values that support the programs. opportunities gained from profession and initiators
teaching and learning experience. of collaborations and
process. They actively engage in partnerships.
collaborative learning with They provide support and
They manage learning the professional mentoring to colleagues in They create lifelong
programs and have community and other their professional impact in the lives of
strategies that promote stakeholders for mutual development, as well as work colleagues, students, and
learning based on the growth and advancement. collaboratively with them to others.
learning needs of their enhance the learning and
students. They are reflective practice potential of their They consistently seek
practitioners who colleagues. professional advancement
They seek advice from continually consolidate the and relevance in pursuit
experienced colleagues to knowledge, skills, and They continually seek to of teaching quality and
consolidate their teaching practices of Career Stage 1 develop their professional excellence.
practice. teachers. knowledge and practice by
reflecting on their own needs, They exhibit commitment

and those to inspire the education

of their colleagues and community and
students. 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.
STRANDS BEGINNING PROFICIENT HIGHLY DISTINGUISHED
TEACHERS TEACHERS PROFICIENT TEACHERS
TEACHERS
Strand 1.1 1.1.1 Demonstrate 1.1.2 Apply 1.1.3 Model 1.1.4 Model
Content knowledge and content knowledge knowledge of effective applications exemplary practice
its application within and its application content within and of content to improve the
and across curriculum within and/or across across curriculum knowledge within applications of
areas curriculum teaching teaching areas. and across content knowledge
areas. curriculum teaching within and across
areas. curriculum teaching
areas.
Strand 1.2 1.2.1 Demonstrate 1.2.2 Use research- 1.2.3 Collaborate 1.2.4 Lead
Research-based an understanding of based knowledge with colleagues in colleagues in the
knowledge and research- based and principles of the conduct and advancement of the
principles of teaching knowledge and teaching and application of art and science of
and learning principles of learning to enhance research to enrich teaching based on
teaching and professional practice. knowledge of their
learning. content and comprehensive
pedagogy. knowledge of
research and
pedagogy.
Strand 1.3 Positive use 1.3.1 Show skills in 1.3.2 Ensure the 1.3.3 Promote 1.3.4 Mentor
of ICT the positive use of positive use of ICT effective strategies in colleagues in the
ICT to facilitate the to facilitate the the positive use of implementation of
teaching and teaching and learning ICT to facilitate the policies to ensure
learning process. process. teaching and learning the positive use of
process. ICT within or
beyond the school.
Strand 1.4 1.4.1 Demonstrate 1.4.2 Use a range of 1.4.3 Evaluate with 1.4.4 Model a
Strategies for promoting knowledge of teaching strategies colleagues the comprehensive
literacy and numeracy teaching strategies that enhance learner effectiveness of selection of
that promote literacy achievement in teaching strategies effective teaching
and numeracy skills. literacy and that promote learner strategies that
numeracy skills. achievement in promote learner
literacy and achievement in
numeracy. literacy 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
Strategies for strategies that of teaching strategies apply effective colleagues in
developing critical and develop critical and to develop critical teaching strategies to reviewing,
creative thinking, as creative thinking, and creative promote critical and modifying, and
well as other higher- and/or other higher- thinking, as well as creative thinking, as expanding their
order thinking skills order thinking skills. other higher-order well as other higher- range of teaching
thinking skills. order thinking skills. strategies that

promote critical and

creative thinking,
as well as other
higher-order
thinking skills.
Strand 1.6 1.6.1 Use Mother 1.6.2 Display 1.6.3 Model and 1.6.4 Show
Mother Tongue, Filipino Tongue, Filipino and proficient use of support colleagues in exemplary skills in
and English in teaching English to facilitate Mother Tongue, the proficient use of and advocate the
and learning teaching and Filipino and English Mother Tongue, use of Mother
learning. to facilitate teaching Filipino and English Tongue, Filipino
and learning. to improve teaching and English in
and learning, as well teaching and
as to develop the learning to facilitate
learners’ pride of the learners’
their language, language, cognitive
heritage, and culture. and academic
development and to
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
communication the range of verbal verbal classroom verbal and non- in the use of
strategies and non-verbal communication verbal classroom effective verbal and
classroom strategies to support communication non-verbal
communication learner strategies to support classroom
strategies that understanding, learner communication
support learner participation, understanding, strategies to support
understanding, engagement, and participation, learner
participation, achievement. engagement, and understanding,
engagement, and achievement. participation,
achievement. engagement, and
achievement in
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.
TEACHERS
Strand 2.1 2.1.1 Demonstrate 2.1.2 Establish safe 2.1.3 Exhibit 2.1.4 Apply
Learner safety and knowledge of and secure learning effective strategies comprehensive
security policies, guidelines environments to that ensure safe and knowledge of and
and procedures that enhance learning secure learning act as a resource
provide safe and through the environments to person for, policies,
secure learning consistent enhance learning guidelines and
environments. implementation of through the procedures that
policies, guidelines consistent relate to the
and procedures. implementation of implementation of
policies, guidelines, safe and secure
and procedures. learning
environments for
learners.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain 2.2.3 Exhibit 2.2.4 Advocate and
Fair learning understanding of learning effective practices to facilitate the use of
environment learning environments that foster learning effective practices

environments that promote fairness, environments that to foster learning

promote fairness, respect, and care to promote fairness, environments that
respect, and care to encourage learning. respect, and care to promote fairness,
encourage learning. 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
Management of knowledge of classroom structure colleagues to model exemplary practices
classroom structure and managing classroom to engage learners, and share effective in the management
activities structure that individually or in techniques in the of classroom
engages learners, groups, in management of structure and
individually or in meaningful classroom structure activities, and lead
groups, in exploration, to engage learners, colleagues at the
meaningful discovery and hands- individually or in whole-school level
exploration, on activities within a groups, in to review and
discovery and hands- range of physical meaningful evaluate their
on activities within learning exploration, practices.
the available environments. discovery and hands-
physical learning on activities within a
environments. range of physical
learning
environments.
Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain 2.4.3 Work with 2.4.4 Facilitate
Support for learner understanding of supportive learning colleagues to share processes to review
participation supportive learning environments that successful strategies the effectiveness of
environments that nurture and inspire that sustain the school’s
nurture and inspire learners to supportive learning learning
learner participation. participate, environments that environment to
cooperate and nurture and inspire nurture and inspire
collaborate in learners to learner
continued learning. participate, participation.
cooperate and
collaborate in
continued learning.
Strand 2.5 2.5.1 Demonstrate 2.5.2 Apply a range 2.5.3 Model 2.5.4 Lead and
Promotion of purposive knowledge of of successful successful strategies empower
learning learning strategies that and support colleagues in
environments that maintain learning colleagues in promoting learning
motivate learners to environments that promoting learning environments that
work productively motivate learners to environments that effectively motivate
by assuming work productively effectively motivate learners to achieve
responsibility for by assuming learners to work quality outcomes
their own learning. responsibility for productively by by assuming
their own learning. assuming responsibility for
responsibility for their own learning.
their own learning.
Strand 2.6 2.6.1 Demonstrate 2.6.2 Manage learner 2.6.3 Exhibit 2.6.4 Provide
Management of learner knowledge of behavior effective and leadership in
behavior positive and non- constructively by constructive applying a wide
violent discipline in applying positive behavior range of strategies
the management of and non-violent management skills in the
learner behavior. discipline to ensure by applying positive implementation of
learning- focused and non-violent positive and non-
environments. discipline to ensure violent discipline
learning- focused policies/procedures
environments. to ensure learning-
focused
environments.
Domain 3. Diversity of Learners
Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner
diversity. This Domain underscores the importance of teachers’ knowledge and understanding of, as well as respect for,

learners’ diverse characteristics and experiences as inputs to the planning and design of learning opportunities. It
encourages the celebration of diversity in the classrooms and the need for teaching practices that are differentiated to
encourage all learners to be successful citizens in a changing local and global environment.
TEACHERS
Strand 3.1 3.1.1 Demonstrate 3.1.2 Use 3.1.3 Work with 3.1.4 Lead
Learners’ gender, needs, knowledge and differentiated, colleagues to share colleagues to
strengths, interests and understanding of developmentally differentiated, evaluate
experiences differentiated appropriate learning developmentally differentiated
teaching to suit the experiences to appropriate strategies to enrich
learners’ gender, address learners’ opportunities to teaching practices
needs, strengths, gender, needs, address learners’ that address
interests and strengths, interests differences in gender, learners’
experiences. and experiences. needs, strengths, differences in
interests and gender, needs,
experiences. strengths, interests
and experiences.
Strand 3.2 3.2.1 Implement 3.2.2 Establish a 3.2.3 Exhibit a 3.2.4 Model
Learners’ linguistic, teaching strategies learner- centered learner-centered exemplary teaching
cultural, socio-economic that are responsive to culture by using culture that promotes practices that
and religious the learners’ teaching strategies success by using recognize and
backgrounds linguistic, cultural, that respond to their effective teaching affirm diverse
socio-economic and linguistic, cultural, strategies that linguistic, cultural,
religious socio-economic and respond to their socio- economic
backgrounds. religious linguistic, cultural, and religious
backgrounds. socio- economic and backgrounds to
religious promote learner
backgrounds. success.
Strand 3.3 3.3.1 Use strategies 3.3.2 Design, adapt 3.3.3 Assist 3.3.4 Lead
Learners with responsive to and implement colleagues to design, colleagues in
disabilities, giftedness learners with teaching strategies adapt and implement designing, adapting
and talents disabilities, that are responsive to teaching strategies and implementing
giftedness and learners with that are responsive to teaching strategies
talents. disabilities, learners with that are responsive
giftedness and disabilities, to learners with
talents. giftedness and disabilities,
talents. giftedness and
talents.
Strand 3.4 Learners in 3.4.1 Demonstrate 3.4.2 Plan and 3.4.3 Evaluate with 3.4.4 Model a range
difficult circumstances understanding of the deliver teaching colleagues teaching of high-level skills
special educational strategies that are strategies that are responsive to the
needs of learners in responsive to the responsive to the special educational
difficult special educational special educational needs of learners in
circumstances, needs of learners in needs of learners in difficult
including: difficult difficult circumstances,
geographic isolation; circumstances, circumstances, including:
chronic illness; including: including: geographic
displacement due to geographic isolation; geographic isolation; isolation; chronic
armed conflict, chronic illness; chronic illness; illness;
urban resettlement or displacement due to displacement due to displacement due to
disasters; child abuse armed conflict, urban armed conflict, urban armed conflict,
and child labor resettlement or resettlement, or urban resettlement
practices. disasters; child abuse disasters; child abuse or disasters; child
and child labor and child labor abuse and child
practices. practices. 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 apply teaching comprehensive
indigenous groups teaching strategies appropriate teaching strategies to address skills in delivering
that are inclusive of strategies to address effectively the needs culturally

learners from the needs of learners of learners from appropriate

indigenous groups. from indigenous indigenous groups. teaching strategies
groups. to address
effectively the
needs of learners
from indigenous
groups.
Domain 4. Curriculum and Planning
Domain 4 addresses teachers’ knowledge of and interaction with the national and local curriculum requirements. This
Domain encompasses their ability to translate curriculum content into learning activities that are relevant to learners
and based on the principles of effective teaching and learning. It expects teachers to apply their professional knowledge
to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons. 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.
TEACHERS
Strand 4.1 4.1.1 Prepare 4.1.2 Plan, manage 4.1.3 Develop and 4.1.4 Model
Planning and developmentally and implement apply effective exemplary practice
management of teaching sequenced teaching developmentally strategies in the and lead colleagues
and learning process and learning process sequenced teaching planning and in enhancing
to meet curriculum and learning process management of current practices in
requirements. to meet curriculum developmentally the planning and
requirements and sequenced teaching management of
varied teaching and learning process developmentally
contexts. to meet curriculum sequenced teaching
requirements and and learning
varied teaching process.
contexts.
Strand 4.2 4.2.1 Identify 4.2.2 Set achievable 4.2.3 Model to 4.2.4 Exhibit high-
Learning outcomes learning outcomes and appropriate colleagues the level skills and lead
aligned with learning that are aligned with learning outcomes setting of achievable in setting
competencies learning that are aligned with and challenging achievable and
competencies. learning learning outcomes challenging
competencies. that are aligned with learning outcomes
learning that are aligned
competencies to with 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
Relevance and knowledge in the implement learning collaboratively with advice in the design
responsiveness of implementation of programs that ensure colleagues to and implementation
learning programs relevant and relevance and evaluate the design of relevant and
responsive learning responsiveness to the of learning programs responsive learning
programs. needs of all learners. that develop the programs that
knowledge and skills develop the
of learners at knowledge and
different ability skills of learners at
levels. 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
Professional concerning strategies collegial discussions colleagues, teacher colleagues in
collaboration to enrich that can enrich that use teacher and and learner feedback professional
teaching practice teaching practice. learner feedback to to plan, facilitate, discussions to plan
enrich teaching and enrich teaching and implement
practice. practice. strategies that

enrich teaching
practice.
Strand 4.5 4.5.1 Show skills in 4.5.2 Select, develop, 4.5.3 Advise and 4.5.4 Model
Teaching and learning the selection, organize and use guide colleagues in exemplary skills
resources including ICT development and use appropriate teaching the selection, and lead colleagues
of a variety of and learning organization, in the development
teaching and resources, including development and use and evaluation of
learning resources, ICT, to address of appropriate teaching and
including ICT, to learning goals. teaching and learning learning resources,
address learning resources, including including ICT, for
goals. ICT, to address use within and
specific learning beyond the 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.
TEACHERS
Strand 5.1 5.1.1 Demonstrate 5.1.2 Design, select, 5.1.3 Work 5.1.4 Lead
Design, selection, knowledge of the organize and use collaboratively with initiatives in the
organization and design, selection, diagnostic, formative colleagues to review evaluation of
utilization of assessment organization and use and summative the design, selection, assessment policies
strategies of diagnostic, assessment strategies organization and use and guidelines that
formative and consistent with of a range of relate to the design,
summative curriculum effective diagnostic, selection,
assessment strategies requirements. formative and organization and
consistent with summative use of effective
curriculum assessment strategies diagnostic,
requirements. consistent with formative and
curriculum summative
requirements. assessment
strategies consistent
with curriculum
requirements.
Strand 5.2 5.2.1 Demonstrate 5.2.2 Monitor and 5.2.3 Interpret 5.2.4 Provide
Monitoring and knowledge of evaluate learner collaboratively advice on, and
evaluation of learner monitoring and progress and monitoring and mentor colleagues
progress and evaluation of learner achievement using evaluation strategies in the effective
achievement progress and learner attainment of attainment data to analysis and use of
achievement using data. support learner learner attainment
learner attainment progress and data.
data. achievement.
Strand 5.3 5.3.1 Demonstrate 5.3.2 Use strategies 5.3.3 Use effective 5.3.4 Exhibit
Feedback to improve knowledge of for providing timely, strategies for exemplary skills
learning providing timely, accurate and providing timely, and lead initiatives
accurate and constructive accurate and to support
constructive feedback to improve constructive colleagues in
feedback to improve learner performance. feedback to applying strategies
learner performance. encourage learners to that effectively
reflect on and provide timely,
improve their own accurate and
learning. constructive
feedback to learners
to improve learning
achievement.
Strand 5.4 5.4.1 Demonstrate 5.4.2 Communicate 5.4.3 Apply skills in 5.4.4 Share with

Communication familiarity with a promptly and clearly the effective colleagues a wide
of learner range of strategies the learners’ needs, communication of range of strategies
needs, progress for communicating progress and learner needs, that ensure
and learner needs, achievement to key progress and effective
achievement to key progress and stakeholders, achievement to key communication of
stakeholders achievement. including stakeholders, learner needs,
parents/guardians. including progress and
parents/guardians. achievement to key
stakeholders,
including
parents/guardians.
Strand 5.5 5.5.1 Demonstrate 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead
Use of assessment data an understanding of assessment data to collaboratively with colleagues to
to enhance teaching and the role of inform the colleagues to analyze explore, design and
learning practices and assessment data as modification of and utilize implement effective
programs feedback in teaching teaching and assessment data to practices and
and learning learning practices modify practices and programs using
practices and and programs. programs to further information derived
programs. support learner from assessment
progress and data.
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.
TEACHERS
Strand 6.1 6.1.1 Demonstrate 6.1.2 Maintain 6.1.3 Reflect on and 6.1.4 Model
Establishment of an understanding of learning evaluate learning exemplary practice
learning environments knowledge of environments that environments that are and empower
that are responsive to learning are responsive to responsive to colleagues to
community contexts environments that community contexts. community contexts. establish and
are responsive to maintain effective
community contexts. learning
environments that
are responsive to
community
contexts.
Strand 6.2 6.2.1 Seek advice 6.2.2 Build 6.2.3 Guide 6.2.4 Lead in
Engagement of parents concerning strategies relationships with colleagues to consolidating
and the wider school that build parents/guardians strengthen networks that
community in the relationships with and the wider school relationships with strengthen
educative process parents/guardians community to parents/guardians relationships with
and the wider facilitate and the wider school parents/guardians
community. involvement in the community to and the wider
educative process. maximize their school community
involvement in the to maximize their
educative process. involvement in the
educative process.
Strand 6.3 Professional 6.3.1 Demonstrate 6.3.2 Review 6.3.3 Discuss with 6.3.4 Lead
ethics awareness of regularly personal colleagues teaching colleagues in the
existing laws and teaching practice and learning regular review of
regulations that using existing laws practices that apply existing codes, laws
apply to the teaching and regulations that existing codes, laws and regulations that
profession, and apply to the teaching and regulations that apply to the
become familiar with profession and the apply to the teaching teaching profession,

the responsibilities responsibilities profession, and the and the

specified in the Code specified in the Code responsibilities responsibilities as
of Ethics for of Ethics for specified in the Code specified in the
Professional Professional of Ethics for Code of Ethics for
Teachers. Teachers. Professional Professional
Teachers. Teachers.
Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with 6.4.3 Exhibit 6.4.4 Evaluate
School policies and knowledge and and implement commitment to and existing school
procedures understanding of school policies and support teachers in policies and
school policies and procedures the implementation procedures to make
procedures to foster consistently to foster of school policies them more
harmonious harmonious and procedures to responsive to the
relationship with the relationships with foster harmonious needs of the
wider school learners, parents, and relationships with learners, parents
community. other stakeholders. learners, parents and and other
other stakeholders. 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.
TEACHERS
Strand 7.1 7.1.1 Articulate a 7.1.2 Apply a 7.1.3 Manifest a 7.1.4 Model a
Philosophy of teaching personal philosophy personal philosophy learner- centered learner-centered
of teaching that is of teaching that is teaching philosophy teaching
learner-centered. learner-centered. in various aspects of philosophy through
practice and support teaching practices
colleagues in that stimulate
enhancing their own colleagues to
learner-centered engage in further
teaching philosophy. professional
learning.
Strand 7.2 7.2.1 Demonstrate 7.2.2 Adopt practices 7.2.3 Identify and 7.2.4 Act as a role
Dignity of teaching as a behaviors that that uphold the utilize personal model and advocate
profession uphold the dignity of dignity of teaching professional for upholding the
teaching as a as a profession by strengths to uphold dignity of teaching
profession by exhibiting qualities the dignity of as a profession to
exhibiting qualities such as caring teaching as a build a positive
such as caring attitude, respect and profession to help teaching and
attitude, respect and integrity. build a positive learning culture
integrity. teaching and within and beyond
learning culture the school.
within the school.
Strand 7.3 Professional 7.3.1 Seek 7.3.2 Participate in 7.3.3 Contribute 7.3.4 Take a
links with colleagues opportunities to professional actively to leadership role in
establish networks to share professional supporting
professional links knowledge and to networks within and colleagues’
with colleagues. enhance practice. between schools to engagement with
improve knowledge professional
and to enhance networks within
practice. and across schools
to advance
knowledge and
practice in
identified areas of
need.
Strand 7.4 7.4.1 Demonstrate 7.4.2 Develop a 7.4.3 Initiate 7.4.4. Demonstrate

Professional reflection an understanding of personal professional professional leadership within

and learning to improve how professional improvement plan reflections and and across school
practice reflection and based on reflection promote learning contexts in critically
of one’s opportunities with evaluating practice
colleagues to and setting clearly
improve practice.
Strand 7.5 7.5.1 Demonstrate 7.5.2 Set 7.5.3 Reflect on the 7.5.4 Lead reforms
Professional motivation to realize professional Philippine in enhancing
development goals professional development goals Professional professional
development goals based on the Standards for development
based on the Philippine Teachers to plan programs based on
Philippine Professional personal professional an in-depth
Professional Standards for development goals knowledge and
Standards for Teachers. and assist colleagues understanding of
Teachers. in planning and the Philippine
achieving their own Professional
goals. Standards for
Teachers.
GLOSSARY OF TERMS
Assessment Data Learner data obtained from diagnostic, formative and/or summative
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 strategies Teaching strategies that respect cultural differences between and among
students 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.
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 Learning Teaching and learning activities and tasks suited to the needs, abilities,
Experience skills, and 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.)

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 teaching- learning 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 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
Non-verbal communication strategies Communication that does not involve the use of words, e.g., facial
expressions, 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 learning Any area conducive to learning which usually includes a safe classroom

environment with 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 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 teachers Public document that defines teacher quality through well-defined
domains, 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 context See learning 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.)
Teaching and learning resources Teaching aids and other materials that teachers use not only to enhance
teaching and learning but also to assist learners to meet the
expectations for learning as defined by the curriculum.
Verbal communication strategies Oral or spoken means of transmitting information and meaning
Virtual space The online environment like the social media where people can interact
Wider school community Refers to both internal and external stakeholders
THE 21ST CENTURY TEACHER
Teaching in the 21st century is quite different from teaching in the centuries before it. The 21st
century teacher has his/her role redefined. Teachers in the 21 st century are learning facilitators rather
than instructors. In this century, the role of teachers has become more robust than it was.
So, what does this mean for anyone aspiring to be a teacher?
This means that there are certain skills teachers in the 21st century need to arm themselves
with if they must remain relevant. These skills are as follows:
· A 21st century teacher must be tech-savvy. This means that he/she must be familiar with the
different technological tools available in navigating his/ her work. It is sad to note that many teachers

in the 21st century do not know how to use a laptop or desktop. Some use their smartphones only to
make and answer calls, check out Facebook posts, and respond to WhatsApp posts. This would be
laughable if it was not pathetic. While it is true that a lot of teachers teaching in the 21st century are
digital immigrants who are teaching digital natives, the fact remains that they are professionally
required to become tech-savvy so they can meet the needs of their learners.
Take for instance the global pandemic that forced everyone indoors, a lot of schools were
forced to shut down while others with tech-savvy educators continued with teaching and learning
virtually.
A 21st century teacher must be involved in continuous professional development. As a

21st century teacher, there is a need to always update your knowledge via attending conferences both
virtually and physically. This is the era of knowledge and ignorance will no longer be an excuse.
Developing a habit of reading books would be a relevant skill in this century as a teacher.
Unfortunately, most teachers do not seek knowledge outside their area of expertise. Investing in
professional development would be an added advantage to a teacher teaching in the 21st century.
A 21st century teacher is invested in acquiring soft skills. Soft skills are skills that enable
one to fit into a workplace. Organizations and the global community require that one has certain soft
skills. How is this relevant to a teacher? Teachers cannot teach what they do not know. They cannot
give what they do not have. Teachers need to not only be aware of the importance of skills like
communication skills, people’s skills, critical-thinking skills, problem-solving skills, etc., but they
should also take a step further by acquiring these skills so that they can effectively and efficiently
communicate these skills to their learner.
A 21st century teacher is a leader. This connotes that teacher teaching in the 21st century
would first master the art of personal leadership before leading others. He/she should first have a
clear understanding of himself/herself, the teacher needs to understand his/her temperament. Having
a mastery of oneself would help in influencing others. Leadership is all about influence. A teacher
who has developed personal leadership would be in a better position to lead others.
A 21st-century teacher understands the power of collaboration. He/she is willing to

collaborate with all stakeholders in education for the benefit of the learner.
SCHOOL AND COMMUNITY RELATIONS
The school and the community are the mainsprings of effective and powerful forces that can
create a wholesome climate for mutual gains and betterment. They can forge a kind of partnership
where both are willing to share information as well as responsibilities to the best interest of the
children while in school, likewise when dealing with members of the community. Parents from the
community are ready to offer much-needed assistance in terms of resources while teachers are
equally committed to spending time, effort, and expertise in serving the school children. Ensuring
strong alliance is guaranteed to foster sound academic practices in the school, civic-mindedness, and
public accountability in the community. A positive affiliation is an overwhelming bond that all
stakeholders are willing to be part of.
The Teachers, Parents, and the Community
Parents are the first teachers in the home. They are responsible for the development of values,
attitudes and habits that will be needed as their children associate with classmates in school. Such

inculcations are likewise beneficial when they work and play with neighbors and the community at
large.
Teachers in the schools continue to enrich the students’ experiences at home, thus
strengthening the valuable, personal traits and characteristics initially developed. In the end, the
contrived attention ad efforts of both “custodians’’ are accorded acknowledgement and recognition
by members of the community.
The members of the community, in addition to the parents and relatives, like the government
officials, the professionals and all the residents are highly motivated to participate in the parent-
teacher activities and projects that will likewise redound to the uplifting of the moral and quality of
life in their locality.
1. Difficulties
Teachers are endowed with a caring and compassionate attitude that are expressed in their
love and unending sacrifice in guiding the young. Despite conscious effort, children experience
difficulties and problems regarding:
• ability to accomplish assignments
• irregular attendance
• study habits in school
• negative attitudes and;
• problem with self-discipline.
2. Solutions
The best way to thresh out causes and come up with solutions is to conduct a dialogue
wherein parents may be invited to drop by the school, or the teacher may pay a visit to their
home.
• a calm and friendly face-to-face exchange of observations could straighten some
disturbing interactions ending with a promise of undertaking remediation in both quarters
• positive attitudes of kindheartedness and patience are developed through modeling
• regularity in attendance and doing daily assignments need strong motivation and
encouragement from both sides
• letters and praises to parents for outstanding performances build confidence and
strengthen determination to continue the good work
• interesting lessons never fail to motivate students to be present every day for an enjoyable
participation in them
• extremes of behavior need detailed consideration of past experiences in school and at
home
3. Values Developed
Values and strong inclinations are instilled starting from the home and are developed further
in the school. Some of the most desirable are:
• respect for elders and for the rights of others
• cooperation
• willingness to share
• deep sense of responsibility, and
• persistence.
4. Interests
Special interest and innate talents noticed at a young age such as heightened propensity for music
and drama, athletics and the arts must be attended to by sensitive mentors and guardians in order
to provide them with continued opportunities to attain full realization of their natural gifts.

School and Community
The school is usually located at the center of the town or city. As such, it is subjected to daily
scrutiny by the members of their community. Seeing their students at play or work, personnel busy
with everyday tasks and teachers with the usual eyeful watch, everyone passing by witnessing such
would feel proud of their school. The community would in turn show their gratitude and appreciation
by keeping their school’s surroundings clean and comfortable for the children, and by sharing
resources whenever needed.
1. Collaborative Relationships
a. The school officials actively participate in community projects such as literacy
assistance project for out-of-school children and house campaign for healthful
practice.
b. The municipal/city officials are likewise ready to provide help not only in improving
the physical facilities of the school but also in paying the salaries of teachers who, for
the moment, do not have teacher items. There are a number of School Board-paid
teachers in the country.
c. During historic celebrations in both places, participation by each is easily elicited with
such positive and civic- consciousness activities enjoyed by the school and the
community, a strong feeling of togetherness become evident.
2. Organized Associations
Schools have organized Parent-Teacher and Community Associations with the
officers coming from both their members. They undertake projects and activities aimed at
promoting a harmonious and enjoyable relationship among themselves. Regular meetings are
conducted to discuss activities that are intended to improve/assist conditions prevailing in
both. A strong spirit of cooperation is exhibited as well as sharing of expertise and material
resources. Representations during town or school affairs create strong ties among the
members, thus helping hands are volunteered in times of needs.
3. Public Safety, Beautification and Cleanliness
Peace and order, safety in public conveyances and compliance with ordinances afford
ample protection and disciplinary measures deserved by all. Beautification of the community
through tree planting in every household and cleanliness through proper waste disposal are
voluntarily undertaken by both, thus creating a disciplined and wholesome community.
4. Values Exhibited
Outstanding school personnel as well as barangay officials are honored. This serves as
a motivation for both parties and their followers to continue with their commendable practice.
Values of nationalism and unity are developed through the examples demonstrated by the
school and government officials. Respect for authority and self-discipline are modeled for the
young to follow.
5. Instructional Centers and Materials
The community can serve as rich resources of instructional materials. The clean rivers, town
library, factories, and other industrial establishment could be learning centers for field trips.
Recreational areas, and concert halls offer enjoyable entertainment for all. The parks and
beaches become relaxation areas for school children together with their teachers and families.
Professionals and practitioners from the community can be invited as resource speakers
during observance of significant school rites.
LINKAGES AND NETWORKING WITH ORGANIZATIONS
The school can enjoy linkages and networking activities with international, national, and

local organizations in the community for mutual benefits and assistance needed. A network system
could be designed incorporating the strength and availability of services and expertise from both or
among the group. The school could also benefit immensely from agencies whose mission includes
corporate social responsibility. With the help of the said organizations the school can fully realize its
objective of delivering quality educational services for the country’s youth. As the networking plan
progresses, the enormous contributions of all the willing partners deserve the community’s
commendation and patronage.
Linkages, also termed interconnections, with institutions functioning along the same mission
are intended to serve members of both sides according to their respective needs, interest and
objectives.they create bonds together to solicit support and assistance for purposeful activities which
could be facilitated faster and better considering the doubling of energy and resources.
A. Linkages
1. International Linkages
a. Pi Lambda Theta
It is an international honor society and professional association in education
where its main office is based in Michigan, and chapters are located in different
universities nationwide. The only chapter outside the United States is the Philippine
Area chapter. It was established in the country more than 3 decades ago, its main
project is ETP (Excellence in Teaching Project) started in 1997 in coordination with
Metrobank Foundation. It supports 15 third year BSE/BEE students until they
graduate. It also honors outstanding student teachers from Colleges of Education.
Selected members of this organization are engaged from the different convention
events globally. Some of their topics during the convention such as the current issues
and trends in teacher education as these selected members are also discussed to local
members in return.
b. INNOTECH
It is the center for training educational leaders from Southeast region under the
SEAMEO organization. It conducts training programs to upgrade the competencies of
teachers from the region in all disciplines. One of its project is to update teachers’
knowledge and skills in implementing alternative learning systems. It has prepared a
comprehensive framework on peace and multicultural diversity.
c. World Council for Curriculum and Instruction (WCCI)
The council holds conferences in different member countries annually which
is participated in by members of the local chapter.
d. Association for Supervision and Curriculum Development (ASCD)
This is a nonprofit organization that provides trainings/seminars to the
members with expert, best way of solution regarding teaching, educational leadership
that is very essential to the way educators learn, teach and lead. In fact it has 150,000
members from 145 countries who are professional educators.
2. National and local linkages
• Linkages could be established between universities and colleges offering identical
degrees. Cross enrolment for subjects needed for graduation is allowed.
• Joint researches could be conducted by 2 or 3 universities depending on their
respective expertise. The dissemination of findings to other universities in the area is
a big help.

B. Networking
1. Networking with Professional Organizations

a. Consortium among Universities and Colleges
1. Taft Consortium
The universities that make up the consortium are St. Paul University (Manila),
St. Scholastics College, Philippine Normal University and De La Salle University.
The Science teachers from each college met regularly for discussions on “best
practices”.
2. The Mendiola Consortium
It is composed of San Beda College, Centro Escolar University, San Sebastian
College, and Holy Spirit College.
b. With Subject Specialists
1. BIOTA is an organization of Biology teachers from universities nationwide. An
annual convention is a major event where all members gather to discuss the “latest” in
their own areas. The speakers are recognized international and local experts. Research
findings, biotech practices and interesting projects/ activities are shared among the
members.
2. MATHED is the council of Mathematics Teachers and Educators. Its major project is
to upgrade the competence of Mathematics teachers through national conferences,
workshops and training sessions conducted nationwide. MTAP takes charges of basic
math teachers while MSP and MT Guild conduct projects for college teachers. The
council likewise holds international conferences in Mathematics education.
3. The Physics Teachers Association
4. The Chemistry Teachers Association
c. Teacher Education Institutions
1. SUCTEA (State Universities and Colleges Teacher of government universities
Education Associations) includes all colleges of education as members.
2. PAFTE (Philippine Association for Teacher Education) is another association,
composed of professors from colleges of education from both private and government
universities.
d. National Organizations
1. National Organization of Professional Teachers, Inc. (NOPTI) has teachers of
basic education nationwide as members. It is an accredited professional organization
of the Professional Regulation Commission (PRC).
2. Federation of Accrediting Associations of the Philippines (FAAP) is a group of
agencies whose main function is to conduct accreditation of the educational
qualification and facilities starting from the administration, curriculum, faculty,
profile, and the learning environment, among others. The Philippine Association of
Colleges and Universities Commission on Accreditation (PACU-COA),
Philippine Accrediting Agency for Schools, Colleges and Universities (PAASCU)
and Association for Accrediting Colleges and Universities of the Philippines
(AACUP) belong to this organization.
2. With Foundations
a. Educational Research with Development Assistance (ERDA) Foundation Inc.
Its flagship program, education, mostly of the out-of-the-school youth. It supports
programs and services in health, livelihood, and continuing education. The foundation has
organized 128 children associations nationwide and the federation is known as National
Federation of Children’s Associations of the Philippines. It is a dynamic human
development organization committed to create and sustain services for economically and

socially disadvantaged children, youth, women, families, and communities.

b. Metrobank Foundation, Inc.
Its flagship project in education the SEARCH FOR OUTSTANDING TEACHERS. It
annually recognizes and honors outstanding teachers of the three educational levels from
school nationwide. The foundation, as part of its corporate social responsibility, bestows
honor upon the teaching profession by “honoring teachers who devote their lives to the
development of the youth with exemplary competence and dedication”. To date it has 356
teacher awardees from 1985 to 2006. The foundation likewise implements various
programs in visual arts and healthcare, Math challenge and other College Scholarship
Program.
c. Network of Outstanding Teachers and Educators (NOTED)
It is composed of all the winners of the annual search. As an honor society it is
committed to nurturing a culture of excellence and service among educators through
professional development, publications, research and advocacy in active partnership with
government and non-government organizations.
d. Ayala Foundation, Inc. (AFI)
It is a nonprofit organization that serves as the socio-cultural development arm of the
Ayala Group of Companies which works “to fulfill the needs of the whole person”
through a holistic response. It likewise works to extend the benefits of recent
technological developments to a greater number of men, women, and children. It is
committed to work for the “cultivation of Filipino ingenuity and talent, as well as the
preservation of our rich culture, history and traditions”.
e. GMA Foundation
Its mission “to give hope and a future to the Filipino family by safeguarding human
rights and upgrading standards of education” among others. Its programs that promote
literacy and education are Donate a Book and Merit Scholarships.
f. SM Foundation, Inc.
Launched a yearly project which collects books and educational materials from the
public and donates them to public schools and community libraries. Education literacy
drive aims to collect more book donations from business donors
g. Foundation for Upgrading Standard Education (FUSE)
Supports training programs for teachers of English, Science and Mathematics. Its
continuing Education via Television (CONSTEL) project which consists of 40 episodes
in Physics to assist nonphysics majors, is offered through government television channels.
It has produced several thousand tapes which are distributed to secondary schools and
teacher training institutions nationwide. Other broadcasts are in Chemistry, Elementary
Science and English. It grants full scholarships for teachers to pursue doctorate degree in
the sciences and mathematics. It conducts a monthly assembly of teachers and university
officials for a lecture series, research dissemination and a discussion of current
educational issues and teaching concerns.
h. Philippine Foundation for Science and Technology (PFST)
It has the Philippine Science Centrum as its flagship project. It consists of science
exhibits which are visited by school children. It reaches out to towns, cities and provincial
capitals through traveling exhibitions and outreach programs. To date they have more and
upgraded interactive exhibits and better facilities in halls and galleries. About 300
thousand visitors have been accommodated by the Centrum.
i. Books for the Barrio and Asia Foundation donate books and other printed materials to
public and private elementary and secondary schools.
j. Bato Balani Foundation honors teachers through a “Tribute to Teachers” program.

3. With Government Offices

a. Literacy Coordinating Council (LCC)
Under the DepEd trains trainors who handle literacy training courses among the youth.
b. Department of Science and Technology (DOST)
Supports undergraduate and graduate scholarship programs in science and
mathematics in the Regional Science Teaching Centers which were selected Centers of
Excellence by the Technical Panel for Teacher Education.
c. Commission on Higher Education (CHED)
Organizes Technical Panels for all professions, selects institutions as Centers of
Excellence in their chosen fields and regularly benchmarks the curricula of all degrees
with international standards.
d. Teacher Education Council (TEC)
DepEd focuses its program on teacher education policies and standards.
4. With Media
• ABS-CBN and GMA
• Government and Private Channels
• Historic & Cultural Event
• Publications & Prints
5. Projected Materials
Education films and projected documentaries widen children’s knowledge and
outlook for growth and development.
LEARNING ACTIVITY
Research on an agency/organization with which the school can network regarding:
a. sports
b. cultural affairs
c. current events
d. national shrines
e. tourist attraction
f. classical music
SUMMARY
As a future teacher, you should learn that a teacher should not just be knowledgeable but also know how
to be inhuman. Establishing a good relationship with the community members around the school where he/she
belongs make a ground for effective strategies to enhance the communities that support their community
members including the school. As a future teacher, you should be more competent and skillful to be more
productive and more innovative so that I can follow the ever-changing world. Collaborating with the other
teachers and organizations to share each idea will also be a great help for me because it will addend my
knowledge of new ideas and practices that will help me to become more effective in teaching.
REFERENCES:
Bilbao, Purita P., Corpuz, Brenda B., Llagas, Avelina T., Salandanan, Gloria G., The Teaching Profession
(OBE & PPST – Based)
Lorimar Publishing. 2018.
Bilbao, Purita P., Corpuz, Brenda B., Llagas, Avelina T., Salandanan, Gloria G., The Teaching Profession
Lorimar Publishing. 2006.
https://pdfcoffee.com/ncbtspdf-pdf-free.html
https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
https://www.linkedin.com/pulse/21st-century-teacher-chiamaka-mbaegbu/


Profed101 - SG2

Uploaded by

Copyright:

Available Formats

Profed101 - SG2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Profed101 - SG2

Uploaded by

Copyright:

Available Formats

FM-AA-CIA-15 Rev.

Study Guide in PROFED 101: THE TEACHING PROFESSION

STUDY GUIDE FOR MODULE NO. 2

CHAPTER II: THE TEACHER IN THE CLASSROOM AND

• The National Competency- Based Teacher Standards

MODULE LEARNING OBJECTIVES

THE NATIONAL COMPETENCY- BASED TEACHER STANDARDS (NCBTS)

What is the NCBTS?

Why Do We Need the NCBTS?

What Does Competency-Based Mean?

PANGASINAN STATE UNIVERSITY 1

Study Guide in PROFED 101: THE TEACHING PROFESSION

How Were These Competencies Chosen?

What Are These Seven Domains?

The seven domains are:

PANGASINAN STATE UNIVERSITY 2

Study Guide in PROFED 101: THE TEACHING PROFESSION

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

PANGASINAN STATE UNIVERSITY 3

Study Guide in PROFED 101: THE TEACHING PROFESSION

PROFESSIONAL STANDARDS FOR TEACHERS

PANGASINAN STATE UNIVERSITY 4

Study Guide in PROFED 101: THE TEACHING PROFESSION

TEACHER QUALITY IN THE PHILIPPINES

PANGASINAN STATE UNIVERSITY 5

Study Guide in PROFED 101: THE TEACHING PROFESSION

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

Domain 2, Learning Environment, consists of six strands:

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

PANGASINAN STATE UNIVERSITY 6

Study Guide in PROFED 101: THE TEACHING PROFESSION

Domain 4, Curriculum and Planning, includes five strands:

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

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

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

Teacher professional development happens in a continuum from beginning to exemplary

Career Stage 2 or Proficient Teachers are professionally independent in the application of

PANGASINAN STATE UNIVERSITY 7

Study Guide in PROFED 101: THE TEACHING PROFESSION

Career Stage 3 or Highly Proficient Teachers consistently display a high level of

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

PANGASINAN STATE UNIVERSITY 8

Study Guide in PROFED 101: THE TEACHING PROFESSION

and those to inspire the education

DOMAINS/ STRANDS/ INDICATORS FOR DIFFERENT CAREER STAGES

PANGASINAN STATE UNIVERSITY 9

Study Guide in PROFED 101: THE TEACHING PROFESSION

promote critical and

PANGASINAN STATE UNIVERSITY 10

Study Guide in PROFED 101: THE TEACHING PROFESSION

environments that promote fairness, environments that to foster learning

PANGASINAN STATE UNIVERSITY 11

Study Guide in PROFED 101: THE TEACHING PROFESSION

PANGASINAN STATE UNIVERSITY 12

Study Guide in PROFED 101: THE TEACHING PROFESSION

learners from the needs of learners of learners from appropriate

PANGASINAN STATE UNIVERSITY 13

Study Guide in PROFED 101: THE TEACHING PROFESSION

PANGASINAN STATE UNIVERSITY 14