Philippine Professional Standards for

Teachers (PPST)
DepEd Order No. 42, s. 2017

NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL

STANDARDS FOR TEACHERS
To:

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

1. In line with the new professional standards for teachers, the Department of Education (DepEd), through the Teacher Education Council (TEC),
issues this DepEd Order entitled National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST).
2. The DepEd recognizes the importance of professional standards in the continuing professional development and advancement of teachers
based on the principle of lifelong learning. It is committed to supporting teachers, and taking cognizance of unequivocal evidence that good
teachers are vital to raising student achievement. Quality learning is contingent upon quality teaching. Hence, enhancing teacher quality
becomes of utmost importance for long term and sustainable nation building.

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

4. The PPST aims to:

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

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

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

5. The PPST shall be used as a basis for all learning and development programs for teachers to ensure that teachers are properly equipped to
effectively implement the K to 12 Program. It can also be used for the selection and promotion of teachers. All performance appraisals for
teachers shall be based on this set of standards.

6. The regional offices shall be supported by their training and development personnel to organize and orient all the schools divisions within
their jurisdiction for the PPST. In addition, it shall take charge of the monitoring and evaluation at the division level implementation. The
schools division office shall have the same functions and responsibilities in the school districts and secondary schools.

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

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

LEONOR MAGTOLIS BRIONES

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

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

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

Professional standards for teachers

The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a
framework of teacher quality, the National Competency-Based Teacher Standards (NCBTS) was institutionalized
through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. It emerged as part of the
implementation of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening
Implementation of Visayas Education (STRIVE) project and the Third Elementary Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines.
The reform process warrants an equivalent supportive focus on teacher quality – high quality teachers who are
properly equipped and prepared to assume the roles and functions of a K to 12 teacher.

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

Teacher quality in the Philippines

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

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

 recognize the importance of mastery of content knowledge and its interconnectedness within and
across curriculum areas, coupled with a sound and critical understanding of the application of theories
and principles of teaching and learning. They apply developmentally appropriate and meaningful
 pedagogy grounded on content knowledge and current research. They display proficiency in Mother
Tongue, Filipino and English to facilitate the teaching and learning process, as well as exhibit the
needed skills in the use of communication strategies, teaching strategies and technologies to promote
high-quality learning outcomes.
 provide learning environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement. They create an environment that is learning-focused and they
efficiently manage learner behavior in a physical and virtual space. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage constructive classroom
interactions geared towards the attainment of high standards of learning.
 establish learning environments that are responsive to learner diversity. They respect learners’ diverse
characteristics and experiences as inputs to the planning and design of learning opportunities. They
encourage the celebration of diversity in the classroom and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens in a changing local and global
environment.
 interact with the national and local curriculum requirements. They translate curriculum content into
learning activities that are relevant to learners and based on the principles of effective teaching and
learning. They apply their professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources. They communicate
learning goals to support learner participation, understanding and achievement.
 apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and
reporting learners’ needs, progress and achievement. They use assessment data in a variety of ways
to inform and enhance the teaching and learning process and programs. They provide learners with
the necessary feedback about learning outcomes that informs the reporting cycle and enables
teachers to select, organize and use sound assessment processes.
 establish school-community partnerships aimed at enriching the learning environment, as well as the
community’s engagement in the educative process. They identify and respond to opportunities that
link teaching and learning in the classroom to the experiences, interests and aspirations of the wider
school community and other key stakeholders. They understand and fulfill their obligations in
upholding professional ethics, accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and the wider community.
 value personal growth and professional development and exhibit high personal regard for the
profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect
and integrity. They value personal and professional reflection and learning to improve their practice.
They assume responsibility for personal growth and professional development for lifelong learning.
 The 7 Domains collectively comprise 37 strands that
refer to more specific dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:

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

2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:

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

2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:

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

2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:

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

Career Stages
Teacher professional development happens in a continuum from beginning to exemplary practice.
Anchored on the principle of lifelong learning, the set of professional standards for teachers
recognizes the significance of a standards framework that articulates developmental progression as
teachers develop, refine their practice and respond to the complexities of educational reforms.
The following statements, which define the work of teachers at different career stages, make explicit
the elements of high-quality teaching for the 21st century. They comprise descriptors that have been
informed by teachers’ understandings of what is required at each of the four Career Stages. The
descriptors represent a continuum of development within the profession by providing a basis for
attracting, preparing, developing and supporting teachers.

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

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

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

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

Domains/ Strands/ Indicators for Different Career Stages

Domain 1. Content Knowledge and Pedagogy
Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical understanding of
the application of theories and principles of teaching and learning. This Domain encompasses teachers’
ability to apply developmentally appropriate and meaningful pedagogy grounded on content knowledge
and current research. It takes into account teachers’ proficiency in Mother Tongue, Filipino and English in
the teaching and learning process, as well as needed skills in the use of communication strategies,
teaching strategies, and technologies to promote high-quality learning outcomes.

Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers

Strand 1.1 1.1.1 Demonstrate content 1.1.2 Apply knowledge of 1.1.3 Model effective 1.1.4 Model exemplary practice to
Content knowledge knowledge and its application content within and across applications of content improve the applications of
and its application within and/or across curriculum teaching areas. knowledge within and across content knowledge within and
within and across curriculum teaching areas. curriculum teaching areas. across curriculum teaching areas.
curriculum areas
Strand 1.2 1.2.1 Demonstrate an 1.2.2 Use research-based 1.2.3 Collaborate with 1.2.4 Lead colleagues in the
Research-based understanding of research- knowledge and principles colleagues in the conduct and advancement of the art and science
knowledge and based knowledge and of teaching and learning to application of research to of teaching based on their
principles of teaching principles of teaching and enhance professional enrich knowledge of content comprehensive knowledge of
and learning learning. practice. and pedagogy. research and pedagogy.
Strand 1.3 Positive 1.3.1 Show skills in the 1.3.2 Ensure the positive 1.3.3 Promote effective 1.3.4 Mentor colleagues in the
use of ICT positive use of ICT to use of ICT to facilitate the strategies in the positive use of implementation of policies to
facilitate the teaching and teaching and learning ICT to facilitate the teaching ensure the positive use of ICT
learning process. process. and learning process. within or beyond the school.
Strand 1.4 1.4.1 Demonstrate knowledge 1.4.2 Use a range of 1.4.3 Evaluate with colleagues 1.4.4 Model a comprehensive
Strategies for of teaching strategies that teaching strategies that the effectiveness of teaching selection of effective teaching
promoting literacy promote literacy and enhance learner strategies that promote learner strategies that promote learner
and numeracy numeracy skills. achievement in literacy achievement in literacy and achievement in literacy and
and numeracy skills. numeracy. numeracy.
Strand 1.5 1.5.1 Apply teaching 1.5.2 Apply a range of 1.5.3 Develop and apply 1.5.4 Lead colleagues in
Strategies for strategies that develop critical teaching strategies to effective teaching strategies to reviewing, modifying and
developing critical and creative thinking, and/or develop critical and promote critical and creative expanding their range of teaching
and creative thinking, other higher-order thinking creative thinking, as well thinking, as well as other strategies that promote critical and
as well as other skills. as other higher-order higher-order thinking skills. creative thinking, as well as other
higher-order thinking thinking skills. higher-order thinking skills.
skills
Strand 1.6 1.6.1 Use Mother Tongue, 1.6.2 Display proficient 1.6.3 Model and support 1.6.4 Show exemplary skills in and
Mother Tongue, Filipino and English to use of Mother Tongue, colleagues in the proficient use advocate the use of Mother
Filipino and English facilitate teaching and Filipino and English to of Mother Tongue, Filipino and Tongue, Filipino and English in
in teaching and learning. facilitate teaching and English to improve teaching teaching and learning to facilitate
learning learning. and learning, as well as to the learners' language, cognitive
develop the learners' pride of and academic development and to
their language, heritage and foster pride of their language,
culture. heritage and culture.
Strand 1.7 1.7.1 Demonstrate an 1.7.2 Use effective verbal 1.7.3 Display a wide range of 1.7.4 Exhibit exemplary practice in
Classroom understanding of the range of and non-verbal classroom effective verbal and non-verbal the use of effective verbal and
communication verbal and non-verbal communication strategies classroom communication non-verbal classroom
strategies classroom communication to support learner strategies to support learner communication strategies to
strategies that support learner understanding, understanding, participation, support learner understanding,
understanding, participation, participation, engagement engagement and achievement. participation, engagement and
engagement and achievement. and achievement. 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.

Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 2.1 2.1.1 Demonstrate 2.1.2 Establish safe and 2.1.3 Exhibit effective 2.1.4 Apply comprehensive
Learner safety knowledge of policies, secure learning strategies that ensure safe and knowledge of and act as a
and security guidelines and procedures environments to enhance secure learning environments resource person for, policies,
that provide safe and learning through the to enhance learning through the guidelines and procedures that
secure learning consistent implementation consistent implementation of relate to the implementation of
environments. of policies, guidelines and policies, guidelines and safe and secure learning
procedures. procedures. environments for learners.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain learning 2.2.3 Exhibit effective practices 2.2.4 Advocate and facilitate
Fair learning understanding of learning environments that promote to foster learning environments the use of effective practices
environment environments that promote fairness, respect and care that promote fairness, respect to foster learning
fairness, respect and care to to encourage learning. and care to encourage learning. environments that promote
encourage learning. fairness, respect and care to
encourage learning.
Strand 2.3 2.3.1 Demonstrate 2.3.2 Manage classroom 2.3.3 Work with colleagues to 2.3.4 Model exemplary
Management knowledge of managing structure to engage model and share effective practices in the management
of classroom classroom structure that learners, individually or in techniques in the management of classroom structure and
structure and engages learners, groups, in meaningful of classroom structure to activities, and lead colleagues
activities individually or in groups, exploration, discovery and engage learners, individually or at the whole-school level to
in meaningful exploration, hands-on activities within in groups, in meaningful review and evaluate their
discovery and hands-on a range of physical exploration, discovery and practices.
activities within the learning environments. hands-on activities within a
available physical learning range of physical learning
environments. environments.
Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain supportive 2.4.3 Work with colleagues to 2.4.4 Facilitate processes to
Support for understanding of learning environments that share successful strategies that review the effectiveness of the
learner supportive learning nurture and inspire sustain supportive learning school's learning environment
participation environments that nurture learners to participate, environments that nurture and to nurture and inspire learner
and inspire learner cooperate and collaborate inspire learners to participate, participation.
participation. in continued learning. cooperate and collaborate in
continued learning.
Strand 2.5 2.5.1 Demonstrate 2.5.2 Apply a range of 2.5.3 Model successful 2.5.4 Lead and empower
Promotion of knowledge of learning successful strategies that strategies and support colleagues in promoting
purposive environments that motivate maintain learning colleagues in promoting learning environments that
learning learners to work environments that learning environments that effectively motivate learners
productively by assuming motivate learners to work effectively motivate learners to to achieve quality outcomes
responsibility for their own productively by assuming work productively by assuming by assuming responsibility for
learning. responsibility for their responsibility for their own their own learning.
own learning. learning.
Strand 2.6 2.6.1 Demonstrate 2.6.2 Manage learner 2.6.3 Exhibit effective and 2.6.4 Provide leadership in
Management knowledge of positive and behavior constructively by constructive behavior applying a wide range of
of learner non-violent discipline in applying positive and non- management skills by applying strategies in the
behavior the management of learner violent discipline to positive and non-violent implementation of positive
behavior. ensure learning-focused discipline to ensure learning- and non-violent discipline
environments. focused environments. policies/procedures to ensure
learning-focused
environments.
Domain 3. Diversity of Learners
Domain 3 emphasizes the central role of teachers in establishing learning environments that are
responsive to learner diversity. This Domain underscores the importance of teachers’ knowledge and
understanding of, as well as respect for, learners’ diverse characteristics and experiences as inputs to the
planning and design of learning opportunities. It encourages the celebration of diversity in the classrooms
and the need for teaching practices that are differentiated to encourage all learners to be successful
citizens in a changing local and global environment.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
Strand 3.1 3.1.1 Demonstrate knowledge and 3.1.2 Use differentiated, 3.1.3 Work with colleagues 3.1.4 Lead colleagues to
understanding of differentiated developmentally to share differentiated, evaluate differentiated
Learners' teaching to suit the learners' gender, appropriate learning developmentally strategies to enrich
gender, needs, needs, strengths, interests and experiences to address appropriate opportunities teaching practices that
strengths, experiences. learners' gender, needs, to address learners' address learners'
interests and strengths, interests and differences in gender, differences in gender,
experiences experiences. needs, strengths, interests needs, strengths,
and experiences. interests and
experiences.
Strand 3.2 3.2.1 Implement teaching strategies 3.2.2 Establish a learner- 3.2.3 Exhibit a learner- 3.2.4 Model exemplary
that are responsive to the learners' centered culture by using centered culture that teaching practices that
Learners' linguistic, cultural, socio-economic teaching strategies that promotes success by using recognize and affirm
linguistic, and religious backgrounds. respond to their linguistic, effective teaching diverse linguistic,
cultural, socio- cultural, socio-economic strategies that respond to cultural, socioeconomic
economic and and religious backgrounds. their linguistic, cultural, and religious
religious socioeconomic and backgrounds to promote
backgrounds religious backgrounds. learner success.
Strand 3.3 3.3.1 Use strategies responsive to 3.3.2 Design, adapt and 3.3.3 Assist colleagues to 3.3.4 Lead colleagues in
learners with disabilities, giftedness implement teaching design, adapt and designing, adapting and
Learners with and talents. strategies that are implement teaching implementing teaching
disabilities, responsive to learners with strategies that are strategies that are
giftedness and disabilities, giftedness and responsive to learners with responsive to learners
talents talents. disabilities, giftedness and with disabilities,
talents. giftedness and talents.
Strand 3.4 3.4.1 Demonstrate understanding of 3.4.2 Plan and deliver 3.4.3 Evaluate with 3.4.4 Model a range of
Learners in the special educational needs of teaching strategies that are colleagues teaching high level skills
difficult learners in difficult circumstances, responsive to the special strategies that are responsive to the special
circumstances including: geographic isolation; educational needs of responsive to the special educational needs of
chronic illness; displacement due to learners in difficult educational needs of learners in difficult
armed conflict, urban resettlement circumstances, including: learners in difficult circumstances,
or disasters; child abuse and child geographic isolation; circumstances, including: including: geographic
labor practices. chronic illness; geographic isolation; isolation; chronic illness;
displacement due to armed chronic illness; displacement due to
conflict, urban displacement due to armed armed conflict, urban
resettlement or disasters; conflict, urban resettlement resettlement or disasters;
child abuse and child labor or disasters; child abuse child abuse and child
practices. and child labor practices. labor practices.
Strand 3.5 3.5.1 Demonstrate knowledge of 3.5.2 Adapt and use 3.5.3 Develop and apply 3.5.4 Show
Learners from teaching strategies that are culturally appropriate teaching strategies to comprehensive skills in
indigenous inclusive of learners from teaching strategies to address effectively the delivering culturally
groups indigenous groups. address the needs of needs of learners from appropriate teaching
learners from indigenous indigenous groups. strategies to address
groups. 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.

Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 4.1 4.1.1 Prepare 4.1.2 Plan, manage and 4.1.3 Develop and apply 4.1.4 Model exemplary
developmentally implement effective strategies in the practice and lead colleagues
Planning and sequenced teaching and developmentally planning and management in enhancing current
management of learning process to meet sequenced teaching and of developmentally practices in the planning
teaching and curriculum learning process to meet sequenced teaching and and management of
learning process requirements. curriculum requirements learning process to meet developmentally sequenced
and varied teaching curriculum requirements and teaching and learning
contexts. varied teaching contexts. process.
Strand 4.2 4.2.1 Identify learning 4.2.2 Set achievable and 4.2.3 Model to colleagues 4.2.4 Exhibit high-level
Learning outcomes that are appropriate learning the setting of achievable and skills and lead in setting
outcomes aligned aligned with learning outcomes that are aligned challenging learning achievable and challenging
with learning competencies. with learning outcomes that are aligned learning outcomes that are
competencies competencies. with learning competencies aligned with learning
to cultivate a culture of competencies towards the
excellence for all 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 collaboratively 4.3.4 Provide advice in the
Relevance and knowledge in the implement learning with colleagues to evaluate design and implementation
responsiveness of implementation of programs that ensure the design of learning of relevant and responsive
learning relevant and responsive relevance and programs that develop the learning programs that
programs learning programs. responsiveness to the knowledge and skills of develop the knowledge and
needs of all learners. learners at different ability skills of learners at different
levels. ability levels.
Strand 4.4 4.4.1 Seek advice 4.4.2 Participate in 4.4.3 Review with 4.4.4 Lead colleagues in
concerning strategies collegial discussions that colleagues, teacher and professional discussions to
Professional that can enrich teaching use teacher and learner learner feedback to plan, plan and implement
collaboration to practice. feedback to enrich facilitate, and enrich strategies that enrich
enrich teaching teaching practice. teaching practice. teaching practice.
practice
Strand 4.5 4.5.1 Show skills in the 4.5.2 Select, develop, 4.5.3 Advise and guide 4.5.4 Model exemplary
selection, development organize and use colleagues in the selection, skills and lead colleagues in
Teaching and and use of a variety of appropriate teaching and organization, development the development and
learning teaching and learning learning resources, and use of appropriate evaluation of teaching and
resources resources, including including ICT, to address teaching and learning learning resources,
including ICT ICT, to address learning learning goals. resources, including ICT, to including ICT, for use
goals. address specific learning within and beyond the
goals. school.
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.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 5.1 5.1.1 Demonstrate 5.1.2 Design, select, 5.1.3 Work collaboratively 5.1.4 Lead initiatives in the
knowledge of the organize and use with colleagues to review evaluation of assessment policies
Design, selection, design, selection, diagnostic, formative the design, selection, and guidelines that relate to the
organization and organization and use of and summative organization and use of a design, selection, organization and
utilization of diagnostic, formative assessment strategies range of effective use of effective diagnostic,
assessment and summative consistent with diagnostic, formative and formative and summative
strategies assessment strategies curriculum summative assessment assessment strategies consistent
consistent with requirements. strategies consistent with with curriculum requirements.
curriculum curriculum requirements.
requirements.
Strand 5.2 5.2.1 Demonstrate 5.2.2 Monitor and 5.2.3 Interpret 5.2.4 Provide advice on, and
knowledge of evaluate learner collaboratively monitoring mentor colleagues in the effective
Monitoring and monitoring and progress and and evaluation strategies of analysis and use of learner
evaluation of evaluation of learner achievement using attainment data to support attainment data.
learner progress progress and learner attainment data. learner progress and
and achievement achievement using achievement.
learner attainment data.
Strand 5.3 5.3.1 Demonstrate 5.3.2 Use strategies for 5.3.3 Use effective 5.3.4 Exhibit exemplary skills and
knowledge of providing timely, strategies for providing lead initiatives to support
Feedback to providing timely, accurate and timely, accurate and colleagues in applying strategies
improve learning accurate and constructive feedback constructive feedback to that effectively provide timely,
constructive feedback to improve learner encourage learners to accurate and constructive
to improve learner performance. reflect on and improve their feedback to learners to improve
performance. own learning. learning achievement.
Strand 5.4 5.4.1 Demonstrate 5.4.2 Communicate 5.4.3 Apply skills in the 5.4.4 Share with colleagues a wide
familiarity with a range promptly and clearly effective communication of range of strategies that ensure
Communication of of strategies for the learners' needs, learner needs, progress and effective communication of
learner needs, communicating learner progress and achievement to key learner needs, progress and
progress and needs, progress and achievement to key stakeholders, including achievement to key stakeholders,
achievement to achievement. stakeholders, including parents/guardians. including parents/guardians.
key stakeholders parents/guardians.
Strand 5.5 5.5.1 Demonstrate an 5.5.2 Utilize assessment 5.5.3 Work collaboratively 5.5.4 Lead colleagues to explore,
understanding of the data to inform the with colleagues to analyze design and implement effective
Use of assessment role of assessment data modification of and utilize assessment data practices and programs using
data to enhance as feedback in teaching teaching and learning to modify practices and information derived
teaching and and learning practices practices and programs. programs to further support from assessment data.
learning practices and programs. learner progress and
and programs 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.

Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers

Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain learning 6.1.3 Reflect on and 6.1.4 Model exemplary
understanding of environments that are evaluate learning practice and empower
Establishment of knowledge of learning responsive to community environments that are colleagues to establish and
learning environments that are contexts. responsive to community maintain effective learning
environments responsive to community contexts. environments that are
that are contexts. responsive to community
responsive to contexts.
community
contexts
Strand 6.2 6.2.1 Seek advice 6.2.2 Build relationships 6.2.3 Guide colleagues to 6.2.4 Lead in consolidating
concerning strategies that with parents/guardians and strengthen relationships networks that strengthen
Engagement of build relationships with the wider school with parents/guardians and relationships with
parents and the parents/guardians and the community to facilitate the wider school community parents/guardians and the
wider school wider community. involvement in the to maximize their wider school community to
community in the educative process. involvement in the maximize their
educative process educative process. 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 in
Professional awareness of existing laws personal teaching practice colleagues teaching and the regular review of
ethics and regulations that apply using existing laws and learning practices that apply existing codes, laws and
to the teaching profession, regulations that apply to existing codes, laws and regulations that apply to
and become familiar with the teaching profession and regulations that apply to the the teaching profession,
the responsibilities the responsibilities teaching profession, and the and the responsibilities as
specified in the Code of specified in the Code of responsibilities specified in specified in the Code of
Ethics for Professional Ethics for Professional the Code of Ethics for Ethics for Professional
Teachers. Teachers. Professional Teachers. Teachers.
Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with and 6.4.3 Exhibit commitment to 6.4.4 Evaluate existing
knowledge and implement school policies and support teachers in the school policies and
School policies understanding of school and procedures implementation of school procedures to make them
and procedures policies and procedures to consistently to foster policies and procedures to more responsive to the
foster harmonious harmonious relationships foster harmonious needs of the learners,
relationship with the wider with learners, parents, and relationships with learners, parents and other
school community. other stakeholders. parents and 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.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
Strand 7.1 7.1.1 Articulate a 7.1.2 Apply a personal 7.1.3 Manifest a learner- 7.1.4 Model a learner-
personal philosophy of philosophy of teaching centered teaching centered teaching philosophy
Philosophy of teaching that is learner- that is learner-centered. philosophy in various through teaching practices
teaching centered. aspects of practice and that stimulate colleagues to
support colleagues in engage in further professional
enhancing their own learning.
learner-centered teaching
philosophy.
Strand 7.2 7.2.1 Demonstrate 7.2.2 Adopt practices 7.2.3 Identify and utilize 7.2.4 Act as a role model and
behaviors that uphold the that uphold the dignity personal professional advocate for upholding the
Dignity of dignity of teaching as a of teaching as a strengths to uphold the dignity of teaching as a
teaching as a profession by exhibiting profession by exhibiting dignity of teaching as a profession to build a positive
profession qualities such as caring qualities such as caring profession to help build a teaching and learning culture
attitude, respect and attitude, respect and positive teaching and within and beyond the school.
integrity. integrity. learning culture within the
school.
Strand 7.3 7.3.1 Seek opportunities 7.3.2 Participate in 7.3.3 Contribute actively to7.3.4 Take a leadership role
to establish professional professional networks to professional networks in supporting colleagues'
Professional links with colleagues. share knowledge and to within and between schools engagement with professional
links with enhance practice. to improve knowledge and networks within and across
colleagues to 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 personal 7.4.3 Initiate professional 7.4.4. Demonstrate leadership
understanding of how professional reflections and promote within and across school
Professional professional reflection improvement plan based learning opportunities with contexts in critically
reflection and and on reflection of one's colleagues to improve evaluating practice and
learning to practice. setting clearly
improve
practice
Strand 7.5 7.5.1 Demonstrate 7.5.2 Set professional 7.5.3 Reflect on the 7.5.4 Lead reforms in
motivation to realize development goals Philippine Professional enhancing professional
Professional professional development based on the Philippine Standards for Teachers to development programs based
development goals based on the Professional Standards plan personal professional on an in-depth knowledge
goals Philippine Professional for Teachers. development goals and and understanding of the
Standards for Teachers. assist colleagues in planning Philippine Professional
and achieving their own Standards for Teachers.
goals.
 GLOSSARY OF TERMS
Learner data obtained from diagnostic, formative and/or
Assessment Data
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 Teaching strategies that respect cultural differences between and among students and teachers
strategies
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 Teaching and learning activities and tasks suited to the needs, abilities, skills, and
Learning Experience developmental level of learners
Diagnostic assessment Assesses what the learner already knows prior to instruction. It also analyzes the nature of
difficulties and misconceptions that the learner might have, which, if undiagnosed, might affect
their learning of newer concepts. Based on DepEd Order No. 8, s. 2015, there are only two
types of classroom assessment, namely, formative and summative. Formative assessment
already covers diagnostic assessment.
Differentiated Teaching Teaching-learning processes involving a wide variety of texts, tasks, processes and products
suited to the various learning needs of diverse students
Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in the
set of professional standards for teachers
Formative assessment Refers to a wide variety of methods that teachers use to conduct in-process evaluations of
student comprehension, learning needs, and academic progress during a lesson, unit, or course.
Formative assessments help teachers identify concepts that students are struggling to
understand, skills they are having difficulty acquiring, or learning standards they have not yet
achieved so that adjustments can be made to lessons, instructional techniques, and academic
support. (Please also refer to DepED Order No. 8, s. 2015, p. 2 on its 3-paragraph definition.)
Higher Order Thinking Skills Complex thinking processes which include logical and critical analysis, evaluation and
synthesis thinking that enable individuals to reflect, solve problems and create
products/solutions
Indicators Concrete, observable and measurable teacher behaviors/practices covered in every strand in the
set of professional standards for teachers
Indigenous groups People who have, under claims of ownership since time immemorial, occupied, possessed and
utilized ancestral territories, shared common bonds of language, customs, traditions, and other
unique cultural traits (RA 8371: IPRA)
Learner Attainment Data Evidence of learning, progress or achievement in learner performance reflected in various
assessment results, portfolios, class records and report cards
Learner interests Pertain to student's personal preferences, likes or dislikes, which must be considered in the
teachinglearning process. The first step to differentiate for interests is to find out what learners
care about and like to do.
Learner needs Refer to an observable gap between the learner's present knowledge or competence and the
curriculum standards identified as necessary for the grade level.
Learner strengths Refer to the learner's present knowledge or competence that helps him/her in meeting the
standards identified.
 Learner data obtained from diagnostic, formative and/or
Assessment Data
summative assessment practices
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 Communication that does not involve the use of words, e.g., facial expressions, gestures, and
strategies tone of voice
Non-violent discipline A form of discipline that avoids the use of punishment such as spanking, verbal abuse and
humiliation (see Positive discipline)
Numeracy and literacy skills Reading, writing, and mathematical skills needed to cope with everyday life
Philosophy of teaching Teachers' views, understandings and conceptualization of teaching and learning
Physical space/physical Any area conducive to learning which usually includes a safe classroom with appropriate
learning environment 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 Public document that defines teacher quality through well-defined domains, strands, and
teachers indicators that provide measures of professional learning, competent practice, and effective
engagement
Purposive learning Knowledge and skills acquisition designed with a clear purpose, goal or objective in mind
Research-based knowledge Information, knowledge or data acquired through systematic investigation and logical study
School/learning/community See learning context
context
Strand More specific dimensions of teacher practice under every domain in the set of professional
standards for teachers
Summative assessment Used to evaluate student learning, skill acquisition, and academic achievement at the
conclusion of a defined instructional period—typically at the end of a project, unit, quarter,
semester, program, or school year. (Please also refer to DepEd Order No. 8, s. 2015, pp. 2-3 for
additional description of summative assessment.)
 Learner data obtained from diagnostic, formative and/or
Assessment Data
summative assessment practices
Teaching and learning Teaching aids and other materials that teachers use not only to enhance teaching and learning
resources but also to assist learners to meet the expectations for learning as defined by the curriculum.
Verbal communication Oral or spoken means of transmitting information and meaning
strategies
Virtual space The online environment like the social media where people can interact
Wider school community Refers to both internal and external stakeholders