Professional Documents
Culture Documents
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.
a. set out clear expectations of teachers along well-defined career stages of professional
development from beginning to distinguished practice;
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.
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.
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
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.
Strand 1.1 1.1.1 Demonstrate 1.1.2 Apply 1.1.3 Model 1.1.4 Model
Content content knowledge of effective exemplary practice
knowledge and knowledge and its content within applications of to improve the
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Strand 1.2 1.2.1 Demonstrate 1.2.2 Use 1.2.3 Collaborate 1.2.4 Lead
Research-based an understanding research-based with colleagues in colleagues in the
knowledge and of research-based knowledge and the conduct and advancement of the
principles of knowledge and principles of application of art and science of
teaching and principles of teaching and research to enrich teaching based on
learning teaching and learning to knowledge of their
learning. enhance content and comprehensive
professional pedagogy. knowledge of
practice. research 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 colleagues in the
ICT ICT to facilitate the to facilitate the in the positive use implementation of
teaching and teaching and of ICT to facilitate policies to ensure
learning process. learning process. the teaching and the positive use of
learning process. ICT within or beyond
the school.
Strand 1.4 1.4.1 Demonstrate 1.4.2 Use a range 1.4.3 Evaluate with 1.4.4 Model a
Strategies for knowledge of of teaching colleagues the comprehensive
promoting teaching strategies strategies that effectiveness of selection of
literacy and that promote enhance learner teaching strategies effective teaching
numeracy literacy and achievement in that promote strategies that
numeracy skills. literacy and learner promote learner
numeracy skills. achievement in achievement in
literacy and literacy and
numeracy. numeracy.
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Strand 1.5 1.5.1 Apply 1.5.2 Apply a 1.5.3 Develop and 1.5.4 Lead
Strategies for teaching strategies range of teaching apply effective colleagues in
developing that develop strategies to teaching strategies reviewing,
critical and critical and develop critical to promote critical modifying and
creative thinking, creative thinking, and creative and creative expanding their
as well as other and/or other thinking, as well thinking, as well as range of teaching
higher-order higher-order as other higher- other higher-order strategies that
thinking skills thinking skills. order thinking thinking skills. promote critical and
skills. 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, Tongue, Filipino proficient use of support colleagues exemplary skills in
Filipino and and English to Mother Tongue, in the proficient and advocate the
English in facilitate teaching Filipino and use of Mother use of Mother
teaching and and learning. English to Tongue, Filipino Tongue, Filipino and
learning facilitate teaching and English to English in teaching
and learning. improve teaching and learning to
and learning, as facilitate the
well as to develop learners' language,
the learners' pride cognitive and
of their language, academic
heritage and development and to
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 1.7.4 Exhibit
Classroom an understanding verbal and non- wide range of exemplary practice
communication of the range of verbal classroom effective verbal in the use of
strategies verbal and non- communication and non-verbal effective verbal and
verbal classroom strategies to classroom non-verbal
communication support learner communication classroom
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
Strand 2.1 2.1.1 Demonstrate 2.1.2 Establish safe 2.1.3 Exhibit effective 2.1.4 Apply
Learner safety knowledge of and secure learning strategies that ensure comprehensive
and security policies, guidelines environments to safe and secure knowledge of and act as
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
environments. implementation of implementation of to the implementation
policies, guidelines policies, guidelines of safe and secure
and procedures. and procedures. learning environments
for learners.
Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
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
learners, meaningful classroom structure to colleagues at the whole-
individually or in exploration, engage learners, school level to review
groups, in discovery and individually or in and evaluate their
meaningful hands-on activities groups, in meaningful practices.
exploration, within a range of exploration, discovery
discovery and physical learning and hands-on activities
hands-on activities environments. within a range of
within the available physical learning
physical learning environments.
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 participate, that nurture and and inspire learner
participation. cooperate and inspire learners to participation.
collaborate in participate, cooperate
continued learning. and collaborate in
continued learning.
Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
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 motivate learners to effectively motivate quality outcomes by
by assuming work productively learners to work assuming responsibility
responsibility for by 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
learning-focused ensure learning- policies/procedures to
environments. focused environments. ensure learning-focused
environments.
Strand 3.1 3.1.1 Demonstrate 3.1.2 Use 3.1.3 Work with 3.1.4 Lead colleagues
knowledge and differentiated, colleagues to share to evaluate
Learners' understanding of developmentally differentiated, differentiated
gender, needs, differentiated appropriate learning developmentally strategies to enrich
strengths, teaching to suit the experiences to address appropriate teaching practices
interests and learners' gender, learners' gender, opportunities to that address
experiences needs, strengths, needs, strengths, address learners' learners' differences
interests and interests and differences in gender, in gender, needs,
experiences. experiences. needs, strengths, strengths, interests
interests and and experiences.
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.
Strand 3.3 3.3.1 Use strategies 3.3.2 Design, adapt 3.3.3 Assist colleagues 3.3.4 Lead colleagues
responsive to and implement to design, adapt and in designing,
Learners with learners with teaching strategies implement teaching adapting and
disabilities, disabilities, that are responsive to strategies that are implementing
giftedness and giftedness and learners with responsive to learners teaching strategies
talents talents. disabilities, giftedness with disabilities, that are responsive
and talents. giftedness and talents. to learners with
disabilities,
giftedness and
talents.
Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
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 teaching strategies colleagues teaching of high level skills
difficult the special that are responsive to strategies that are responsive to the
circumstances educational needs the special educational responsive to the special educational
of learners in needs of learners in special educational needs of learners in
difficult difficult needs of learners in difficult
circumstances, circumstances, difficult circumstances, circumstances,
including: including: geographic including: geographic including:
geographic isolation; chronic isolation; chronic geographic isolation;
isolation; chronic illness; displacement illness; displacement chronic illness;
illness; due to armed conflict, due to armed conflict, displacement due to
displacement due to urban resettlement or urban resettlement or armed conflict,
armed conflict, disasters; child abuse disasters; child abuse urban resettlement
urban resettlement and child labor and child labor or disasters; child
or disasters; child practices. practices. abuse and child labor
abuse and child 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 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
learners from learners from of learners from appropriate teaching
indigenous groups. indigenous groups. indigenous groups. strategies to address
effectively the needs
of learners from
indigenous groups.
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 developmentally strategies in the and lead colleagues
management of teaching and sequenced planning and in enhancing
teaching and learning process to teaching and management of current practices in
learning meet curriculum learning process to developmentally the planning and
process requirements. meet curriculum sequenced teaching management of
requirements and and learning developmentally
varied teaching process to meet sequenced teaching
contexts. curriculum and learning
requirements and process.
varied teaching
contexts.
Strand 4.2 4.2.1 Identify 4.2.2 Set 4.2.3 Model to 4.2.4 Exhibit high-
Learning learning outcomes achievable and colleagues the level skills and lead
outcomes that are aligned appropriate setting of in setting
aligned with with learning learning outcomes achievable and achievable and
learning competencies. that are aligned challenging learning challenging learning
competencies with learning outcomes that are outcomes that are
competencies. aligned with aligned with
learning learning
competencies to competencies
cultivate a culture towards the
of excellence for all cultivation of a
learners. 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 collaboratively with in the design and
responsiveness implementation of learning programs colleagues to implementation of
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
of learning relevant and that ensure evaluate the design relevant and
programs responsive relevance and of learning responsive learning
learning programs. responsiveness to programs that programs that
the needs of all develop the develop the
learners. knowledge and knowledge and
skills of learners at skills of learners at
different ability different ability
levels. levels.
Strand 4.4 4.4.1 Seek advice 4.4.2 Participate in 4.4.3 Review with 4.4.4 Lead
concerning collegial colleagues, teacher colleagues in
Professional strategies that can discussions that and learner professional
collaboration to enrich teaching use teacher and feedback to plan, discussions to plan
enrich teaching practice. learner feedback facilitate, and and implement
practice to enrich teaching enrich teaching strategies that
practice. practice. enrich 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 the selection, lead colleagues in
learning use of a variety of appropriate organization, the development
resources teaching and teaching and development and and evaluation of
including ICT learning resources, learning resources, use of appropriate teaching and
including ICT, to including ICT, to teaching and learning resources,
address learning address learning learning resources, including ICT, for
goals. goals. including ICT, to use within and
address specific beyond the school.
learning goals.
Strand 5.1 5.1.1 Demonstrate 5.1.2 Design, select, 5.1.3 Work 5.1.4 Lead initiatives in
knowledge of the organize and use collaboratively with the evaluation of
Design, design, selection, diagnostic, formative colleagues to review assessment policies and
selection, organization and and summative the design, selection, guidelines that relate to
organization and use of diagnostic, assessment organization and use of the design, selection,
utilization of formative and strategies consistent a range of effective organization and use of
assessment summative with curriculum diagnostic, formative effective diagnostic,
strategies assessment requirements. and summative formative and
strategies assessment strategies summative assessment
consistent with consistent with strategies consistent
curriculum curriculum with curriculum
requirements. requirements. requirements.
Strand 5.2 5.2.1 Demonstrate 5.2.2 Monitor and 5.2.3 Interpret 5.2.4 Provide advice on,
knowledge of evaluate learner collaboratively and mentor colleagues
Monitoring and monitoring and progress and monitoring and in the effective analysis
evaluation of evaluation of achievement using evaluation strategies of and use of learner
learner progress learner progress learner attainment attainment data to attainment data.
and achievement and achievement data. support learner
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.
Beginning Highly Proficient
Strands Proficient Teachers Distinguished Teachers
Teachers Teachers
Strand 5.4 5.4.1 Demonstrate 5.4.2 Communicate 5.4.3 Apply skills in the 5.4.4 Share with
familiarity with a promptly and clearly effective colleagues a wide range
Communication range of strategies the learners' needs, communication of of strategies that
of learner needs, for communicating progress and learner needs, progress ensure effective
progress and learner needs, achievement to key and achievement to communication of
achievement to progress and stakeholders, key stakeholders, learner needs, progress
key stakeholders achievement. including including and achievement to key
parents/guardians. parents/guardians. stakeholders, including
parents/guardians.
Strand 5.5 5.5.1 Demonstrate 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead colleagues to
an understanding assessment data to collaboratively with 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 programs derived from
learning learning practices programs. to further support assessment data.
practices and and programs. learner progress and
programs achievement.
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 evaluate learning exemplary practice
Establishment knowledge of learning environments that environments that are and empower
of learning environments that are responsive to responsive to colleagues to
environments are responsive to community contexts. community contexts. establish and
that are community contexts. maintain effective
responsive to learning
community environments that
contexts are responsive to
community contexts.
Strand 6.2 6.2.1 Seek advice 6.2.2 Build 6.2.3 Guide colleagues 6.2.4 Lead in
concerning strategies relationships with to strengthen consolidating
Engagement of that build parents/guardians relationships with networks that
parents and relationships with and the wider school parents/guardians strengthen
the wider parents/guardians community to and the wider school relationships with
school and the wider facilitate involvement community to parents/guardians
community in community. in the educative maximize their and the wider school
the educative process. involvement in the community to
process educative process. maximize their
involvement in the
educative process.
Strand 6.3 6.3.1 Demonstrate 6.3.2 Review regularly 6.3.3 Discuss with 6.3.4 Lead colleagues
Professional awareness of existing personal teaching colleagues teaching in the regular review
ethics laws and regulations practice using existing and learning practices of existing codes, laws
that apply to the laws and regulations that apply existing and regulations that
teaching profession, that apply to the codes, laws and apply to the teaching
and become familiar teaching profession regulations that apply profession, and the
with the and the to the teaching responsibilities as
responsibilities responsibilities profession, and the specified in the Code
specified in the Code specified in the Code responsibilities of Ethics for
of Ethics for of Ethics for specified in the Code Professional
Professional Professional of Ethics for Teachers.
Teachers. Teachers. Professional Teachers.
Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with and 6.4.3 Exhibit 6.4.4 Evaluate existing
knowledge and implement school commitment to and school policies and
School policies understanding of policies and support teachers in procedures to make
and procedures school policies and procedures the implementation of them more
procedures to foster consistently to foster school policies and responsive to the
harmonious harmonious procedures to foster needs of the learners,
relationship with the relationships with harmonious parents and other
wider school learners, parents, and relationships with stakeholders.
community. other stakeholders. learners, parents and
other stakeholders.
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 in philosophy through
teaching learner-centered. learner-centered. 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.
Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
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 practices that utilize personal model and advocate
Dignity of uphold the dignity of uphold the dignity professional strengths for upholding the
teaching as a teaching as a of teaching as a to uphold the dignity dignity of 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 networks to share professional networks colleagues'
links with professional links knowledge and to within and between engagement with
colleagues 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 personal professional leadership within and
Professional how 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.
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
Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
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
strategies students and teachers
Curriculum Areas Different learning/subject areas taught and learned in the basic education
curriculum
Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices
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 Teaching and learning activities and tasks suited to the needs, abilities, skills,
Learning Experience 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.
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
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
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 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 data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices
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
Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices
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
Non-verbal communication Communication that does not involve the use of words, e.g., facial
strategies 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
Physical space/physical learning Any area conducive to learning which usually includes a safe classroom with
environment appropriate devices for teaching and learning
Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices
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 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
Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices
Purposive learning Knowledge and skills acquisition designed with a clear purpose, goal or
objective in mind
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.
Virtual space The online environment like the social media where people can interact
Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices