PPST – PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

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.

HIGHLY PROFICIENT DISTINGUISHED

STRANDS BEGINNING TEACHERS
Strand 1.1 1.1.1 Demonstrate content
Content knowledge and its knowledge and its application
application within and across within and/or across
curriculum areas curriculum teaching areas.
Strand 1.2 1.2.1 Demonstrate an
Research-based knowledge understanding of research-
and principles of teaching and based knowledge and
learning principles of teaching and
learning.
Strand 1.3 1.3.1 Show skills in the
Positive use of ICT positive use of ICT to facilitate
the teaching and learning
process.
PROFICIENT TEACHERS
1.1.2 Apply knowledge of
content within and across
curriculum teaching areas.
1.2.2 Use research-based
knowledge and principles of
teaching and learning to
enhance professional
practice.
1.3.2 Ensure the positive use
of ICT to facilitate the
teaching and learning
process.
TEACHERS
1.1.3 Model effective
applications of content
knowledge within and across
curriculum teaching areas.
1.2.3 Collaborate with
colleagues in the conduct and
application of research to
enrich knowledge of content
and pedagogy.
1.3.3 Promote effective
strategies in the positive use
of ICT to facilitate the
teaching and learning
process.
TEACHERS
1.1.4 Model exemplary
practice to improve the
applications of content
knowledge within and across
curriculum teaching areas.
1.2.4 Lead colleagues in the
advancement of the art and
science of teaching based on
their comprehensive
knowledge of research and
pedagogy.
1.3.4 Mentor colleagues in the
implementation of policies to
ensure the positive use of ICT
within or beyond the school.

Strand 1.4
Strategies for promoting
literacy and numeracy
1.4.1 Demonstrate knowledge
of teaching strategies that
promote literacy and
numeracy skills.
1.4.2 Use a range of teaching
strategies that enhance
learner achievement in
literacy and
numeracy skills.
1.4.3 Evaluate with
colleagues the effectiveness
of teaching strategies that
promote learner achievement
in literacy and numeracy.
1.4.4 Model a comprehensive
selection of effective teaching
strategies that promote
learner achievement in
literacy and numeracy.
 Strand 1.5
Strategies for developing
critical and creative thinking,
as well as other higher-order
thinking skills
Strand 1.6
Mother Tongue, Filipino and
English in teaching and
learning
Strand 1.7
Classroom communication
strategies
1.5.1 Apply teaching
strategies that develop critical
and creative thinking, and/or
other higher-order thinking
skills.
1.6.1 Use Mother Tongue,
Filipino and English to
facilitate teaching and
learning.
1.7.1 Demonstrate an
understanding of the range of
verbal and non-verbal
classroom communication
strategies that support learner
understanding, participation,
engagement and
achievement.
1.5.2 Apply a range of
teaching strategies to develop
critical and creative thinking,
as well as other higher-order
thinking skills.
1.6.2 Display proficient use of
Mother Tongue, Filipino and
English to facilitate teaching
and learning.
1.7.2 Use effective verbal and
non-verbal classroom
communication strategies to
support learner
understanding, participation,
engagement and
achievement.
1.5.3 Develop and apply
effective teaching strategies
to promote critical and
creative thinking, as well as
other higher-order thinking
skills.
1.6.3 Model and support
colleagues in the proficient
use of Mother Tongue,
Filipino and English to
improve teaching and
learning, as well as to develop
the learners’ pride of their
language, heritage and
culture.
1.7.3 Display a wide range of
effective verbal and non-
verbal classroom
communication
strategies to support learner
understanding, participation,
engagement and
achievement.
1.5.4 Lead colleagues in
reviewing, modifying and
expanding their range of
teaching strategies that
promote critical and creative
thinking, as well as other
higher-order thinking skills.
1.6.4 Show exemplary skills in
and advocate the use of
Mother Tongue, Filipino and
English in teaching and
learning to facilitate the
learners’ language, cognitive
and academic development
and to foster pride of their
language, heritage and
culture
.
1.7.4 Exhibit exemplary
practice in the use of effective
verbal and non-verbal
classroom communication
strategies to support learner
understanding, participation,
engagement and achievement
in different learning contexts.

Domain 2. Learning Environment

Domain 2 highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and
achievement. This Domain centers on creating an environment that is learning-focused and in which teachers efficiently manage learner behavior in a physical and
virtual space. It highlights the need for teachers to utilize a range of resources and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high standards of learning.
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.

HIGHLY PROFICIENT DISTINGUISHED

STRANDS
Strand 4.1
Planning and management of
teaching and learning process
BEGINNING TEACHERS
4.1.1 Prepare
developmentally sequenced
teaching and learning process
to meet curriculum
requirements.
PROFICIENT TEACHERS
4.1.2 Plan, manage and
implement developmentally
sequenced teaching and
learning process to meet
curriculum requirements and
varied teaching contexts.
TEACHERS
4.1.3 Develop and apply
effective strategies in the
planning and management of
developmentally sequenced
teaching and learning process
to meet curriculum
requirements and varied
teaching contexts.
TEACHERS
4.1.4 Model exemplary
practice and lead colleagues
in enhancing current practices
in the planning and
management of
developmentally sequenced
teaching and learning
process.

Strand 4.2
Learning outcomes aligned
with learning competencies
4.2.1 Identify learning
outcomes that are aligned
with learning competencies.
4.2.2 Set achievable and
appropriate learning
outcomes that are aligned
with learning competencies.
4.2.3 Model to colleagues the
setting of achievable and
challenging learning
outcomes that are aligned
with learning competencies to
4.2.4 Exhibit high-level skills
and lead in setting achievable
and challenging learning
outcomes that are aligned
with learning competencies

Strand 4.3
Relevance and
responsiveness of
learning programs
Strand 4.4
Professional collaboration to
enrich
teaching practice
Strand 4.5
Teaching and learning
resources including ICT
4.3.1 Demonstrate knowledge
in the implementation of
relevant and responsive
learning programs.
4.4.1 Seek advice concerning
strategies that can enrich
teaching practice.
4.5.1 Show skills in the
selection, development and
use of a variety of teaching
and learning resources,
including ICT, to address
learning goals.
4.3.2 Adapt and implement
learning programs that ensure
relevance and
responsiveness
to the needs of all learners.
4.4.2 Participate in collegial
discussions that use teacher
and learner feedback to
enrich teaching practice.
4.5.2 Select, develop,
organize and use appropriate
teaching and learning
resources, including ICT, to
address learning goals.
cultivate a culture of
excellence for all learners.
4.3.3 Work collaboratively
with colleagues to evaluate
the design of learning
programs that develop the
knowledge and skills of
learners at different ability
levels.
4.4.3 Review with colleagues,
teacher and learner feedback
to plan, facilitate, and enrich
teaching practice.
4.5.3 Advise and guide
colleagues in the selection,
organization, development
and use of appropriate
teaching and learning
resources, including
ICT, to address specific
learning
goals.
towards the cultivation of a
culture of excellence for all.
4.3.4 Provide advice in the
design and implementation of
relevant and responsive
learning programs that
develop the knowledge and
skills of learners at different
ability levels.
4.4.4 Lead colleagues in
professional discussions to
plan and implement strategies
that enrich teaching practice.
4.5.4 Model exemplary skills
and lead colleagues in the
development and evaluation
of teaching and learning
resources, including ICT, for
use within and beyond the
school.
Domain 5. Assessment and Reporting

 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.
 concerns the use of assessment data in a variety of ways to inform and enhance the teaching and learning process and programs.
 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 DISTINGUISHED

STRANDS BEGINNING TEACHERS PROFICIENT TEACHERS
TEACHERS TEACHERS
Strand 5.1 5.1.1 Demonstrate knowledge 5.1.2 Design, select, organize 5.1.3 Work collaboratively 5.1.4 Lead initiatives in the
Design, selection, of the design, selection, and use diagnostic, formative with colleagues to review the evaluation of assessment
organization organization and use of and summative assessment design, selection, organization policies and guidelines that
and utilization of diagnostic, formative and strategies consistent with and use of a range of effective relate to the design, selection,
assessment summative assessment curriculum requirements. diagnostic, formative and organization and use of
strategies strategies consistent with summative assessment effective diagnostic, formative
curriculum requirements. strategies consistent with and summative assessment
curriculum requirements. strategies consistent with
curriculum requirements.
KEY CONCEPTS:
ASSESSMENT STRATEGIES
- refer to approaches or tactical procedures used to reach a goal/measure student learning.
- used to identify each learner’s strengths, weaknesses, knowledge and skills prior to instruction (diagnostic); used to identify the parts of the lesson where
learners need improvement (formative); and used to identify learner achievement (summative).
ILLUSTRATIONS OF PRACTICE
DIAGNOSTIC ASSESSMENT
The teacher uses assessment strategies to identify each learner’s strengths, weaknesses, knowledge and skills prior to instruction.
FORMATIVE ASSESSMENT
The teacher applies assessment strategies to identify the parts of the lesson where learners need improvement.
*Before the lesson
The teacher gets information about what the learners already know and can do about the new lesson, determines misconceptions, shares learning intentions and
success criteria to the learners and identifies what hinders learning.
The teacher utilizes several strategies such as, but not limited to, agree/disagree activities, ponder and pass, signal action responses, content knowledge boxes,
content surveys, games, interviews, inventories/checklist, KWL activities, open-ended questions, practice exercises.
*During the lesson
The teacher provides immediate feedback to learners, identifies what hinders and facilitates learning, tracks learner progress, and makes decisions on whether
to proceed with the next lesson, re-teach, or provide for corrective measures or reinforcements.
The teacher draws these parts for improvement through several strategies such as, but not limited to, recitation, activities, seatworks, observation, anecdotal
assessment, response cards, checkpoint tests, simple activities drawn from specific topic, and simulation activities.
*After the lesson
The teacher assesses whether learning objectives have been met for a specific duration, remediates and/or enriches with appropriate strategies as needed, and
evaluates whether learning intentions and success criteria have been met.
The teacher employs several strategies such as, but not limited to, checklists, discussion, games, performance tasks emanated from the lesson objectives, practice
tests, short quizzes, written works and group presentations.
SUMMATIVE ASSESSMENT
The teacher employs assessment strategies to identify learner achievement.
The teacher assesses learners individually through unit tests and quarterly assessment that are crafted based on cognitive process dimensions.
The teacher assesses learners collaboratively by allowing them to participate in group activities to showcase the evidence of their learning.
The teacher recognizes the three components of summative assessment which are bases for grading: written work (WW), performance tasks (PT) and quarterly
assessment (QA).
Strand 5.2 5.2.1 Demonstrate knowledge 5.2.2 Monitor and evaluate 5.2.3 Interpret collaboratively 5.2.4 Provide advice on, and
Monitoring and evaluation of monitoring and evaluation learner progress and monitoring and evaluation mentor colleagues in the
of learner progress and of learner progress and achievement using learner strategies of attainment data effective analysis and use of
achievement achievement using learner attainment data. to support learner progress learner attainment data.
attainment data. and achievement.

- As Proficient Teachers, we are expected to continuously assess and monitor learners’ performance as part of classroom instruction. This is to determine
whether our instructional strategies are working well for all learners and to identify learners who need instructional interventions. We also need to evaluate how
effective our learning programs are and what adjustments can be done in the way we teach our learners.
QA: How could these documents help teachers monitor the progress and evaluate the achievement of their learners?
QA: If you were to monitor and evaluate your learners’ progress and achievement, how would you do it?
KEY CONCEPTS:
- MONITORING. This refers to the continuous and systematic use of data in order to track learner progress through a variety of forms such as daily learning log,
class record, progress chart, checklist, and anecdotal record. Formative assessment, checking for understanding, providing feedback, and other strategies that
are not standardized are used to monitor learner progress in order for teachers to appropriately address misconceptions and other learning problems.
- EVALUATION. This refers to the periodic and systematic use of assessment forms and strategies (e.g., quarterly assessments, pretest & posttest) in order to
judge learner achievement; that is, how well the learner has learned the knowledge and/ or skills covered in a unit. Summative assessment, essays,
presentation, group work, performances and standardized tests are used to inform the teachers about their teaching. Learners are marked on formal evaluation
tasks and this mark is usually part of their report card grade.
- LEARNER ATTAINMENT DATA. This pertains to evidence(s) and results of various assessments that are used in the monitoring and evaluation of learner
progress and achievement.
- TRACKING OF STUDENTS’ PERFORMANCE - Part VI of the daily lesson log is the “Reflection” which tracks the following: i) number of learners who passed
in the formative assessment; ii) number of learners who required additional activities for monitoring; and iii) number of learners who have caught up with lessons
among others.
- MONITOR AND EVALUATE THE LEARNERS’ PROGRESS AND
ACHIEVEMENT.
The electronic class record, including the grading sheet and summary of quarterly grades, allows the teacher to monitor individually the learner attainment
data per specific learning area and assesses whether the learner passed or failed. With this tool, the teacher can clearly assess the progress and achievement
of each learner and can provide him or her with instructional intervention or enrichment.
- Monitoring Learner’s Performance through:
Portfolio Assessment
ILLUSTRATION OF PRACTICE NO. 1:
Quarterly Assessment
Culminating Task
“ 1.1 Portfolio Assessment and Checklist (Monitoring)
1.2 Assessment Rubric (Evaluation) - Rubric as an assessment tool has two types: holistic and
analytic. The type of rubric to be used in assessing learners’ output or performance depends on the objectives and type of the activity. The sample portfolio
assessment rubrics presented in this module may be modified or may serve as basis for developing your own, to suit your learners’ needs and learning
objectives.
- Evaluating Leaner Achievement through Analysis of Test
ILLUSTRATION OF PRACTICE NO. 2: “
2.1 Item Analysis (Evaluation) - Item analysis is a process which examines learner responses to individual test items in order to assess the quality of each test
item and of the test as a whole. This is to improve test items and to enhance the teacher’s skills in
test construction, and to identify specific areas which need improvement. An effective item analysis starts from a carefully written test based on the table of
specifications (TOS). The competencies covered for the grading period are included and organized according to the domains of learning. The teacher
makes sure that the test construction aligns with the TOS.
- 2.2 Frequency Table with Mean Score, Standard Deviation and Mean Percentage (Evaluation) - In addition to item analysis, you may also measure learner
achievement by using a frequency table for pretest and posttest results. The mean score, standard deviation, and mean percentage of pretest and posttest are
computed and compared.
- By analyzing tests results, we can evaluate learner achievement in several areas. Specific weaknesses of an individual learner or a class can also be
determined using this approach. The results of item analysis may inform us of the necessary interventions (e.g. enrichment, activities, reteaching, remediation)
that we can provide to the learners. Aside from analyzing test results, the following tips may be useful:
1. Monitor and evaluate learners’ progress and achievement based on their formative and summative assessments (written work or performance task) and
determine if they meet the learning goals each week.
2. Include descriptive notes of the learners’ performance after weekly measurement.
3. Track and evaluate learners’ progress and achievement using graphs or charts to see if they attain the learning goals. Write a succinct interpretation of these
graphs.
- Monitoring and Evaluating Learners’ Reading and Progress and Achievement through Phil-IRI
- Reading is a big challenge for learners and a major concern for all teachers. Hence, monitoring and evaluating the reading progress and achievement of
learners is requisite. The Philippine Informal Reading Inventory (Phil-IRI) provides a classroom-based assessment tool that aims to measure and describe the
learners’ reading performance in both English and Filipino languages in oral reading, silent reading and listening comprehension. Phil-IRI is used mandatorily in
specific grade levels, but teachers in other grade levels may also adapt their reading assessment forms from the Phil-IRI, or use it in combination with other
reliable tools of assessment, as shown in the following illustration of practice.
- OTHER ILLUSTRATIONS OF PRACTICE
The teacher regularly (daily or weekly) gives his or her learners assessment activities, such as quizzes, seat works, group works, performance tasks, among
others to test their learners’ progress and achievement. He or she tracks their progress using available monitoring sheets (e.g. checklist), and identifies their
least mastered skills.
The teacher uses graphs or charts to analyze the test results. He or she modifies the instructional strategies based on the analysis of the learner attainment
data. The teacher keeps a daily checklist of the learners’ outputs. The teacher regularly checks the portfolio to monitor if the learner is on track.
The checklist shows all the portfolio requirements for the quarter with the names of each learner. The teacher monitors whether the work is complete or
inadequate and whether the portfolio is regularly submitted or not.
The teacher tracks the achievement of learners through achievement chart record. Using the
achievement chart record, the teacher audits the record in a form of checklist, indicating competencies that the learners successfully achieved.
The teacher uses variety of techniques in tracking the developmental sequences of a learner’s school and academic status. Variety of techniques includes
appropriate utilization of data from class records and report card through Progress Chart Review or Competency Monitoring Grid.
Strand 5.3 5.3.1 Demonstrate knowledge 5.3.2 Use strategies for 5.3.3 Use effective strategies 5.3.4 Exhibit exemplary skills
Feedback to improve of providing timely, accurate providing timely, accurate and for providing timely, accurate and lead initiatives to support
learning and constructive feedback to constructive feedback to and constructive feedback to colleagues in applying
improve learner performance. improve learner performance. encourage learners to reflect strategies that effectively
on and improve their own provide timely, accurate and
learning. constructive feedback to
learners to improve learning

Strand 5.4
Communication of learner
needs, progress and
achievement to key
stakeholders
5.4.1 Demonstrate familiarity
with a range of strategies for
communicating learner needs,
progress and achievement.
5.4.2 Communicate promptly
and clearly the learners’
needs,
progress and achievement to
key stakeholders, including
parents/guardians.
5.4.3 Apply skills in the
effective communication of
learner needs, progress and
achievement to key
stakeholders, including
parents/guardians.
achievement.
5.4.4 Share with colleagues a
wide range of strategies that
ensure effective
communication of learner
needs, progress and
achievement to key
stakeholders, including
parents/guardians.

- we will learn to improve our practices in communicating learners’ needs, progress and achievement to our stakeholders, specifically to parents or
guardians. We will explore (a) how we can utilize the various modes of communication in the school setting, (b) when to communicate learners’ information
through these modes, and (c) how we can enrich these modes through devising/using documenting tools that will allow us to have accessible reference about
learners’ school and academic status. There are sections in this module where Jen and I provide some illustrations of practice, as well as some parameters of
consideration in choosing appropriate modes of communication. Nevertheless, the entire module invites us to understand further the documenting and reporting
procedures in stakeholder communication.
KEY CONCEPTS:
COMMUNICATION. This refers to various modes, either directly or indirectly, for transferring relevant information about learner’s need, progress and
achievement to stakeholders.
LEARNER NEEDS. This refers to the observable behavior or attitude of a learner that the teacher must address immediately.
LEARNER PROGRESS. This refers to a trail of stages of a learner’s school and academic status.
LEARNER ACHIEVEMENT. This pertains to the remarkable curricular or co-curricular performance of a learner recognized by the school.
STAKEHOLDER. This refers to either internal (teachers, school administrators and personnel) or external (parents/guardian, community and industry partners)
individuals or group of individuals who participate or collaborate towards the attainment of the school’s academic and institutional goals.
EXAMPLES:
Teacher Ching engages in a personal dialogue with a parent and a learner regarding school status. At the end of the dialogue, she asks the parent to affix his or
her signature in the anecdotal report. She presents the report card to the parent. She also shows some performance activities in support of the learner’s
academic record. She conducts home visitation to learners with school and academic needs. She shows records of school performance of the learner to the
parent and takes notes on the details of their conversation for documentation. She facilitates a stakeholders’ (teachers, parents,
community officials and industry partners) general assembly/forum. She then reports on the performance of the learners,
and some other pertinent information about their school and academic status.
QA: If you were in those situations, how would you facilitate the prompt and clear communication regarding learners’ needs, progress and achievement?
SUGGESTIONS:
MAKE IT CLEAR. In communicating with stakeholders, especially to parents and guardians, we
make sure that they have a clear understanding of the situation. In many instances, we make time to meet personally with them rather than just write a letter for
them to read and sign.
MAKE IT PROMPT. We communicate learners’ progress and learners’ achievement accordingly through quarterly parents’ assembly or group consultation with
different stakeholders. However, we may also consult with them as soon as we see the need for it.
CONFIDENTIALITY MATTERS. The four possible modes of communication are (a) personal dialogue, (b) group consultation, (c) home visitation and (d)
general assembly or forum. We may choose from among these depending on the confidentiality of the information that we want to communicate and on the
situation of the stakeholder who we need to communicate with.
DEVISE TOOLS TO TRACK COMMUNICATION. For us to track or follow up on the needs, progress and achievement that we communicate with key
stakeholders, we may devise tools which we and the stakeholders can sign as a form of agreement.
LOOK AT THE BRIGHTER SIDE. Oftentimes, we call on parents to communicate negative behaviors shown by the learners. This may make the parents feel
that we call on them only when there is a problem. Let us not forget that besides learners’ needs and progress, we also communicate learners’ achievements.
In selecting the most appropriate mode of communication with stakeholders, we may take note of the following parameters of consideration:
Information Confidentiality. The nature and content of the information — is it a personal concern of the learner or is it a matter of public interest that is to be
shared?
Content of information, such as academic difficulties or behavioral delinquencies, can be highly personal. Such information must be in a mode of communication
that will preserve the integrity of the learner. Learners’ progress updates and achievement can be communicated to the general public especially for
stakeholders such as community or industry partners.
Stakeholder Accessibility. The communication preference of the stakeholder — is the stakeholder an individual or a group?
An appropriate mode of communication can be characterized by sensitivity to the preferences of the stakeholders. Individual stakeholders may have a different
preference on the mode of communication, as compared to preferences of stakeholders that are collectively considered a group. Individual stakeholders can
easily be accessed while group stakeholders may have requirements, since they may follow some organizational protocols.
Learner’s Concern. The learner’s details of concern — is it about the learner’s need, the learner’s progress, or the learner’s achievement?
Any mode of communication is possible in addressing learner’s concern. However, in communicating the needs, progress or achievement, other considerations
have to be highlighted in such a way that information confidentiality is protected, stakeholder accessibility is recognized, and teacher’s accountability is
preserved.
Teacher’s Accountability. The purpose of the teacher in communicating the information — is it an academic concern or is it about the learners’ welfare?
The teacher has the responsibility on the information she communicates to stakeholders and on the possible consequences that there may be. Hence, the
teacher has to be clear about the purpose of communicating any information to stakeholders.
COMMUNICATION:
- personal dialogue
- group consultation
- home visitation
- general assembly
- utilization of communication tools
OTHERS:
The following are some other illustrations of practice in facilitating stakeholder communication in every key concept. Please take note that these are suggested
practices that you may considerably adopt in your own school or classroom context:
• The teacher develops a semestral stakeholders’ communication plan, including the use of learners and parents cardex, to strategically organize and facilitate
communication encounters with the key stakeholders.
• The teacher devises a consolidated information sheet to be used in communicating report to key stakeholders, such as teachers, school administrators,
community officials and industry partners.
• Having accessible information, the teacher utilizes media technology such as texting or calling, as well as through email or social media such as Facebook.
• The teacher addresses immediately the school and academic needs, specially behavioral or attitudinal concerns of the learners, through personal dialogue.
• The teacher engages in group consultation with other subject teachers of the learner and/or school administrators for support and suggestion.
• The teacher devises a teacher’s reflection diary as his/her own weekly personal classroom journal.
• The teacher holds homeroom meeting every quarter to discuss learners’ progress and achievement.
• The teacher prepares a classroom-based newsletter weekly, monthly, quarterly, or even every semester to provide updates to stakeholders.
• The teacher can also call for group consultation among selected parents/guardians about special concern like academic or school activities such as festival of
talents, student research forum, etc.
• The teacher can also provide feedback in some classroom observable skills and behaviors of learners. She can also solicit suggestions from stakeholders to
better provide academic services to the learners.
Strand 5.5 5.5.1 Demonstrate an 5.5.2 Utilize assessment data 5.5.3 Work collaboratively 5.5.4 Lead colleagues to
Use of assessment data to understanding of the role of to inform the modification of with colleagues to analyze explore, design and
enhance teaching and assessment data as feedback teaching and learning and utilize assessment data to implement effective practices
learning practices and in teaching and learning practices and programs. modify practices and and programs using
programs practices and programs. programs to further support information derived from
learner progress and assessment data.
achievement.
Domain 6. Community Linkages and Professional Engagement

 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.
 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.
 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.

HIGHLY PROFICIENT DISTINGUISHED

STRANDS BEGINNING TEACHERS
Strand 6.1 6.1.1 Demonstrate an
Establishment of learning understanding of knowledge
environments that are of learning environments that
responsive to community are responsive to community
contexts contexts.
Strand 6.2 6.2.1 Seek advice concerning
Engagement of parents and strategies that build
the wider school relationships with
community in the educative parents/guardians and the
process wider community.
Strand 6.3 6.3.1 Demonstrate awareness
Professional ethics of existing laws and
regulations that apply to the
teaching profession, and
become familiar
with the responsibilities
specified in the Code of Ethics
for Professional Teachers.
PROFICIENT TEACHERS
6.1.2 Maintain learning
environments that are
responsive to community
contexts.
6.2.2 Build relationships with
parents/guardians and the
wider school community to
facilitate involvement in the
educative process.
6.3.2 Review regularly
personal teaching practice
using existing
laws and regulations that
apply to the teaching
profession and the
responsibilities specified in
the Code of Ethics for
Professional Teachers.
TEACHERS
6.1.3 Reflect on and evaluate
learning environments that
are responsive to community
contexts.
6.2.3 Guide colleagues to
strengthen relationships with
parents/guardians and the
wider school community to
maximize their involvement in
the educative process.
6.3.3 Discuss with colleagues
teaching and learning
practices that apply existing
codes, laws and regulations
that apply to the teaching
profession, and the
responsibilities specified in
the Code of Ethics for
Professional Teachers.
TEACHERS
6.1.4 Model exemplary
practice and empower
colleagues to establish and
maintain effective learning
environments that are
responsive to community
contexts.
6.2.4 Lead in consolidating
networks that strengthen
relationships with
parents/guardians and the
wider school community to
maximize their involvement in
the educative process.
6.3.4 Lead colleagues in the
regular review of existing
codes, laws and regulations
that apply to the teaching
profession, and the
responsibilities as specified
in the Code of Ethics for
Professional Teachers.
Strand 6.4 6.4.1 Demonstrate knowledge
School policies and and understanding of school
procedures policies and procedures to
foster harmonious relationship
with the wider school
community.
6.4.2 Comply with and
implement school policies and
procedures consistently to
foster harmonious
relationships with learners,
parents, and other
stakeholders.
6.4.3 Exhibit commitment to
and support teachers in the
implementation of school
policies and procedures to
foster harmonious
relationships with learners,
parents and other
stakeholders.
6.4.4 Evaluate existing school
policies and procedures to
make them more responsive
to the needs of the learners,
parents and other
stakeholders.

Domain 7. Personal Growth and Professional Development

 focuses on teachers’ personal growth and professional development.

 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.
 values personal and professional reflection and learning to improve practice.
 recognizes the importance of teachers’ assuming responsibility for personal growth and professional development for lifelong learning.

HIGHLY PROFICIENT DISTINGUISHED

STRANDS BEGINNING TEACHERS
Strand 7.1 7.1.1 Articulate a personal
Philosophy of teaching philosophy of teaching that is
learner-centered.
PROFICIENT TEACHERS
7.1.2 Apply a personal
philosophy of teaching that is
learner-centered.
TEACHERS
7.1.3 Manifest a learner-
centered teaching philosophy
in various aspects of practice
and support colleagues in
enhancing their own learner-
centered teaching philosophy.
TEACHERS
7.1.4 Model a learner-
centered teaching philosophy
through teaching practices
that stimulate colleagues to
engage in further professional
learning.

Strand 7.2 7.2.1 Demonstrate behaviors
Dignity of teaching as a that uphold the dignity of
profession teaching as a profession by
exhibiting qualities such as
caring attitude, respect and
integrity.
7.2.2 Adopt practices that
uphold the dignity of teaching
as a profession by exhibiting
qualities such as caring
attitude, respect and integrity.
7.2.3 Identify and utilize
personal professional
strengths to uphold the dignity
of teaching as a profession to
help build a positive teaching
and learning culture within the
school.
7.2.4 Act as a role model and
advocate for upholding the
dignity of teaching as a
profession to build a positive
teaching and learning culture
within and beyond the school.
Strand 7.3 7.3.1 Seek opportunities to
Professional links with establish professional links
colleagues with colleagues.
Strand 7.4 7.4.1 Demonstrate an
Professional reflection and understanding of how
learning to improve practice professional reflection and
learning can be used to
improve practice.
Strand 7.5 7.5.1 Demonstrate motivation
Professional development to realize professional
goals development goals based on
the Philippine Professional
Standards for Teachers.
7.3.2 Participate in
professional networks to
share knowledge
and to enhance practice.
7.4.2 Develop a personal
professional improvement
plan based on reflection of
one’s practice and ongoing
professional learning.
7.5.2 Set professional
development goals based on
the Philippine Professional
Standards for Teachers.
7.3.3 Contribute actively to
professional networks within
and between schools to
improve knowledge and to
enhance practice.
7.4.3 Initiate professional
reflections and promote
learning opportunities with
colleagues to improve
practice.
7.5.3 Reflect on the Philippine
Professional Standards for
Teachers to plan personal
professional development
goals and assist colleagues in
planning and achieving their
own goals.
7.3.4 Take a leadership role in
supporting colleagues’
engagement with professional
networks within and across
schools to advance
knowledge and practice in
identified areas of need.
7.4.4. Demonstrate leadership
within and across school
contexts in critically evaluating
practice and setting clearly
defined targets for
professional development.
7.5.4 Lead reforms in
enhancing professional
development
programs based on an in-
depth knowledge and
understanding of the
Philippine Professional
Standards for Teachers.