Domain 3, Diversity of Learners, consists

DepEd Order No. 42, s. 2017 of five strands:

NATIONAL ADOPTION AND
IMPLEMENTATION OF THE PHILIPPINE 1. Learners’ gender, needs, strengths,
PROFESSIONAL STANDARDS FOR interests and experiences
TEACHERS 2. Learners’ linguistic, cultural, socio-
economic and religious
The 7 Domains collectively comprise backgrounds
37 strands that refer to more specific 3. Learners with disabilities,
dimensions of teacher practices. giftedness and talents
4. Learners in difficult circumstances
Domain 1, Content Knowledge and 5. Learners from indigenous groups
Pedagogy, is composed of seven Domain 4, Curriculum and Planning,
strands: includes five strands:

1. Content knowledge and its 1. Planning and management of

application within and across teaching and learning process
curriculum areas 2. Learning outcomes aligned with
2. Research-based knowledge and learning competencies
principles of teaching and learning 3. Relevance and responsiveness of
3. Positive use of ICT learning programs
4. Strategies for promoting literacy 4. Professional collaboration to enrich
and numeracy teaching practice
5. Strategies for developing critical 5. Teaching and learning resources
and creative thinking, as well as including ICT
other higher-order thinking skills Domain 5, Assessment and Reporting, is
6. Mother Tongue, Filipino and composed of five strands:
English in teaching and learning
7. Classroom communication 1. Design, selection, organization and
strategies utilization of assessment strategies
Domain 2, Learning Environment, 2. Monitoring and evaluation of
consists of six strands: learner progress and achievement
3. Feedback to improve learning
1. Learner safety and security 4. Communication of learner needs,
2. Fair learning environment progress and achievement to key
3. Management of classroom stakeholders
structure and activities 5. Use of assessment data to enhance
4. Support for learner participation teaching and learning practices
5. Promotion of purposive learning and programs
6. Management of learner behavior
Domain 6, Community Linkages and high-quality teaching for the 21st century.
Professional Engagement, consists of They comprise descriptors that have been
four strands: informed by teachers’ understandings of
what is required at each of the four Career
1. Establishment of learning Stages. The descriptors represent a
environments that are responsive continuum of development within the
to community contexts profession by providing a basis for
2. Engagement of parents and the attracting, preparing, developing and
wider school community in the supporting teachers.
educative process
3. Professional ethics Career Stage 1 or Beginning
4. School policies and procedures Teachers have gained the qualifications
Domain 7, Personal Growth and recognized for entry into the teaching
Professional Development, contains five profession. They have a strong
understanding of the subjects/areas in
strands:
which they are trained in terms of content
knowledge and pedagogy. They possess
1. Philosophy of teaching
the requisite knowledge, skills and values
2. Dignity of teaching as a profession
that support the teaching and learning
3. Professional links with colleagues
process. They manage learning programs
4. Professional reflection and learning
and have strategies that promote learning
to improve practice
based on the learning needs of their
5. Professional development goals
students. They seek advice from
experienced colleagues to consolidate
their teaching practice.
Career stages Career Stage 2 or Proficient
Teachers are professionally independent
Teacher professional development in the application of skills vital to the
happens in a continuum from beginning teaching and learning process. They
to exemplary practice. Anchored on the provide focused teaching programs that
principle of lifelong learning, the set of meet curriculum and assessment
professional standards for teachers requirements. They display skills in
recognizes the significance of a standards planning, implementing, and managing
framework that articulates developmental learning programs. They actively engage
progression as teachers develop, refine in collaborative learning with the
their practice and respond to the professional community and other
complexities of educational reforms. stakeholders for mutual growth and
advancement. They are reflective
The following statements, which define practitioners who continually consolidate
the work of teachers at different career the knowledge, skills and practices of
stages, make explicit the elements 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.