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

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.

Highly Proficient Distinguished

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

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

Highly Proficient Distinguished

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

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
Teachers Teachers
Strand 4.1 4.1.1 Prepare 4.1.2 Plan, manage 4.1.3 Develop and apply 4.1.4 Model exemplary
developmentally and implement effective strategies in practice and lead
Planning and sequenced teaching developmentally the planning and colleagues in enhancing
management of and learning process sequenced teaching management of current practices in the
teaching and to meet curriculum and learning process developmentally planning and
learning process requirements. to meet curriculum sequenced teaching and management of
requirements and learning process to meet developmentally
varied teaching curriculum requirements sequenced teaching and
contexts. and varied teaching learning process.
contexts.
Strand 4.2 4.2.1 Identify 4.2.2 Set achievable 4.2.3 Model to 4.2.4 Exhibit high-level
Learning learning outcomes and appropriate colleagues the setting of skills and lead in setting
outcomes that are aligned with learning outcomes achievable and achievable and
aligned with learning that are aligned with challenging learning challenging learning
learning competencies. learning outcomes that are outcomes that are
competencies competencies. 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 4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide advice in
Relevance and knowledge in the implement learning collaboratively with the design and
responsiveness implementation of programs that ensure colleagues to evaluate implementation of
of learning relevant and relevance and the design of learning relevant and responsive
programs responsive learning responsiveness to the programs that develop learning programs that
programs. 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.
 Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers
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 colleagues, teacher and professional discussions
Professional that can enrich that use teacher and learner feedback to to plan and implement
collaboration to teaching practice. learner feedback to plan, facilitate, and strategies that enrich
enrich teaching enrich teaching enrich teaching practice. teaching practice.
practice practice.
Strand 4.5 4.5.1 Show skills in 4.5.2 Select, develop, 4.5.3 Advise and guide 4.5.4 Model exemplary
the selection, organize and use colleagues in the skills and lead
Teaching and development and use appropriate teaching selection, organization, colleagues in the
learning of a variety of and learning development and use of development and
resources teaching and learning resources, including appropriate teaching evaluation of teaching
including ICT resources, including ICT, to address and learning resources, and learning resources,
ICT, to address learning goals. including ICT, to including ICT, for use
learning goals. 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.

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 5.1.4 Lead initiatives in
knowledge of the organize and use collaboratively with the evaluation of
Design, selection, design, selection, diagnostic, formative colleagues to review the assessment policies and
organization and organization and use and summative design, selection, guidelines that relate to
utilization of of diagnostic, assessment strategies organization and use of a the design, selection,
assessment formative and consistent with range of effective organization and use of
strategies summative curriculum diagnostic, formative effective diagnostic,
assessment strategies requirements. and summative formative and summative
consistent with assessment strategies assessment strategies
curriculum consistent with consistent with
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,
knowledge of evaluate learner collaboratively and mentor colleagues in
Monitoring and monitoring and progress and monitoring and the effective analysis and
evaluation of evaluation of learner achievement using evaluation strategies of use of learner attainment
learner progress progress and learner attainment attainment data to data.
and achievement achievement using data. support learner progress
learner attainment and achievement.
data.
Strand 5.3 5.3.1 Demonstrate 5.3.2 Use strategies 5.3.3 Use effective 5.3.4 Exhibit exemplary
knowledge of for providing timely, strategies for providing skills and lead initiatives
Feedback to providing timely, accurate and timely, accurate and to support colleagues in
improve learning accurate and constructive feedback constructive feedback to applying strategies that
constructive to improve learner encourage learners to effectively provide
feedback to improve performance. reflect on and improve timely, accurate and
learner performance. their own learning. constructive feedback to
learners to improve
 Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

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
familiarity with a promptly and clearly effective communication colleagues a wide range
Communication range of strategies the learners' needs, of learner needs, of strategies that ensure
of learner needs, for communicating progress and progress and effective communication
progress and learner needs, achievement to key achievement to key of learner needs, progress
achievement to progress and stakeholders, stakeholders, including and achievement to key
key stakeholders achievement. including parents/guardians. stakeholders, including
parents/guardians. parents/guardians.
Strand 5.5 5.5.1 Demonstrate 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead colleagues to
an understanding of assessment data to collaboratively with explore, design and
Use of the role of inform the colleagues to analyze implement effective
assessment data assessment data as modification of and utilize assessment practices and programs
to enhance feedback in teaching teaching and learning data to modify practices using information derived
teaching and and learning practices and and programs to further from assessment data.
learning practices practices and programs. support learner progress
and programs programs. 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.

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
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
understanding of environments that are evaluate learning practice and empower
Establishment knowledge of learning responsive to environments that are colleagues to establish
of learning environments that are community contexts. responsive to and maintain effective
environments responsive to community contexts. learning environments
that are community contexts. that are responsive to
responsive to community contexts.
community
contexts
Strand 6.2 6.2.1 Seek advice 6.2.2 Build 6.2.3 Guide colleagues 6.2.4 Lead in
concerning strategies relationships with to strengthen consolidating networks
Engagement of that build relationships parents/guardians and relationships with that strengthen
parents and the with parents/guardians the wider school parents/guardians and relationships with
wider school and the wider community to facilitatethe wider school parents/guardians and
community in community. involvement in the community to maximize the wider school
the educative educative process. their involvement in the community to
process educative process. maximize their
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
Professional awareness of existing personal teaching colleagues teaching and in the regular review of
 Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers

ethics laws and regulations practice using existing learning practices that existing codes, laws
that apply to the laws and regulations apply existing codes, and regulations that
teaching profession, that apply to the laws and regulations apply to the teaching
and become familiar teaching profession and that apply to the profession, and the
with the the responsibilities teaching profession, and responsibilities as
responsibilities specified in the Code the responsibilities specified in the Code
specified in the Code of Ethics for specified in the Code of of Ethics for
of Ethics for Professional Teachers. Ethics for Professional Professional Teachers.
Professional Teachers. Teachers.
Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with and 6.4.3 Exhibit 6.4.4 Evaluate existing
knowledge and implement school commitment to and school policies and
School policies understanding of policies and procedures support teachers in the procedures to make
and procedures school policies and consistently to foster implementation of them more responsive
procedures 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.

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