CAREER STAGES

Career Stage 1 Beginning Career Stage 2 Proficient Career Stage 3 Highly Career Stage 3 Highly
Teachers Teachers Proficient Teachers Proficient Teachers

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.
Proficient Teachers are Highly Proficient Teachers
professionally independent in consistently display a high
the application of skills vital to level of performance in their
the teaching and learning teaching practice.
process.
They manifest an in-depth and
They provide focused sophisticated understanding
teaching programs that meet of the teaching and learning
curriculum and assessment process.
requirements.
They have high education-
They display skills in planning, focused situation cognition,
implementing and managing are more adept in problem
learning programs. solving and optimize
opportunities gained from
They actively engage in experience.
collaborative learning with the
professional community and They provide support and
other stakeholders for mutual mentoring to colleagues in
growth and advancement. their professional
development, as well as work
They are reflective collaboratively with them to
practitioners who continually enhance the learning and
consolidate the knowledge, practice potential of their
skills and practices of Career colleagues.
Stage 1 teachers.
They continually seek to
develop their professional
knowledge and practice by
reflecting on their own needs,
and those of their colleagues
and students.
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.
They provide support and
mentoring to colleagues in
their professional
development, as well as work
collaboratively with them to
enhance the learning and
practice potential of their
colleagues.
They continually seek to
develop their professional
knowledge and practice by
reflecting on their own needs,
and those of their colleagues
and students.
 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 Distinguished Teachers

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

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

Strands Beginning Teachers Proficient Teachers Highly Proficient Distinguished Teachers

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

Strand 4.1 Planning and 4.1.1 Prepare 4.1.2 Plan, manage and 4.1.3 Develop and apply 4.1.4 Model exemplary
management of developmentally implement effective strategies in practice and lead
teaching and learning sequenced teaching developmentally the planning and colleagues in enhancing
process and learning process to sequenced teaching management of current practices in the
meet curriculum and learning process to developmentally planning and
requirements. meet curriculum sequenced teaching management of
requirements and and learning process to developmentally
varied teaching meet curriculum sequenced teaching
contexts. requirements and and learning process.
varied teaching
contexts.
Strand 4.2 Learning 4.2.1 Identify learning 4.2.2 Set achievable and 4.2.3 Model to 4.2.4 Exhibit high-level
outcomes aligned with outcomes that are appropriate learning colleagues the setting of skills and lead in setting
learning competencies aligned with learning outcomes that are achievable and achievable and
competencies. aligned with learning challenging learning challenging learning
competencies. outcomes that are outcomes that are
aligned with learning aligned with learning
competencies to competencies towards
cultivate a culture of the cultivation of a
excellence for all culture of excellence for
learners all.
Strand 4.3 Relevance 4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide advice in
and responsiveness of knowledge in the implement learning collaboratively with the design and
learning programs implementation of programs that ensure colleagues to evaluate implementation of
relevant and responsive relevance and the design of learning relevant and responsive
learning programs. responsiveness to the programs that develop learning programs that
needs of all learners. the knowledge and develop the knowledge
skills of learners at and skills of learners at
different ability levels. different ability levels.
Strand 4.4 Professional 4.4.1 Seek advice 4.4.2 Participate in 4.4.3 Review with 4.4.4 Lead colleagues in
collaboration to enrich concerning strategies collegial discussions colleagues, teacher and professional discussions
teaching practice that can enrich teaching that use teacher and learner feedback to to plan and implement
practice. learner feedback to plan, facilitate, and strategies that enrich
enrich teaching practice enrich teaching teaching practice
practice.
Strand 4.5 Teaching and 4.5.1 Show skills in the 4.5.2 Select, develop, 4.5.3 Advise and guide 4.5.4 Model exemplary
learning resources selection, development organize and use colleagues in the skills and lead
including ICT and use of a variety of appropriate teaching selection, organization, colleagues in the
 teaching and learning and learning resources, development and use of development and
resources, including including ICT, to appropriate teaching evaluation of teaching
ICT, to address learning address learning goals. and learning resources, and learning resources,
goals. including ICT, to including ICT, for use
address specific within and beyond the
learning 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.

Strands Beginning Teachers Proficient Teachers Highly Proficient Distinguished Teachers

Teachers

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

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

Strands Beginning Teachers Proficient Teachers Highly Proficient Distinguished Teachers

Teachers
Strand 7.1 Philosophy of 7.1.1 Articulate a 7.1.2 Apply a personal 7.1.3 Manifest a 7.1.4 Model a learner-
teaching personal philosophy of philosophy of teaching learner-entered centered teaching
teaching that is learner- that is learner- teaching philosophy in philosophy through
centered. centered. various aspects of teaching practices that
practice and support stimulate colleagues to
colleagues in engage in further
enhancing their own professional learning.
learner-centered
teaching philosophy.
Strand 7.2 Dignity of 7.2.1 Demonstrate 7.2.2 Adopt practices 7.2.3 Identify and utilize 7.2.4 Act as a role
teaching as a behaviors that uphold that uphold the dignity personal professional model and advocate for
profession the dignity of teaching of teaching as a strengths to uphold the upholding the dignity of
 as a profession by profession by dignity of teaching as a teaching as a
exhibiting qualities exhibiting qualities profession to help build profession to build a
such as caring attitude, such as caring attitude,
a positive teaching and positive teaching and
respect and integrity respect and integrity. learning culture within learning culture within
the school. and beyond the school
Strand 7.3 Professional 7.3.1 Seek 7.3.2 Participate in 7.3.3 Contribute 7.3.4 Take a leadership
links with colleagues opportunities to professional networks actively to professional role in supporting
establish professional to share knowledge and networks within and colleagues’
links with colleagues. to enhance practice. between schools to engagement with
improve knowledge professional networks
and to enhance within and across
practice. schools to advance
knowledge and
practice in identified
areas of need.
Strand 7.4 Professional 7.4.1 Demonstrate an 7.4.2 Develop a 7.4.3 Initiate 7.4.4. Demonstrate
reflection and learning understanding of how personal professional professional reflections leadership within and
to improve practice professional reflection improvement plan and promote learning across school contexts
and learning can be based on reflection of opportunities with in critically evaluating
used to improve one’s practice and colleagues to improve practice and setting
practice. ongoing professional practice clearly defined targets
learning. for professional
development.
Strand 7.5 Professional 7.5.1 Demonstrate 7.5.2 Set professional 7.5.3 Reflect on the 7.5.4 Lead reforms in
development goals motivation to realize development goals Philippine Professional enhancing professional
professional based on the Philippine Standards for Teachers development programs
development goals Professional Standards to plan personal based on an in-depth
based on the Philippine for Teachers. professional knowledge and
Professional Standards development goals and understanding of the
for Teachers assist colleagues in Philippine Professional
planning and achieving Standards for Teachers.
their own goals.