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.

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.

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.

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.

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.

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.

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.