Professional Documents
Culture Documents
Inbound 6580648356506333742
Inbound 6580648356506333742
Role of teachers
Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values,
equipped with 21st century skills, and able to propel the country to development and progress. This is in consonance with the Department of Education
vision of producing: “Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and
contribute meaningfully to building the nation” (DepED Order No. 36, s. 2013).
Evidences show unequivocally that good teachers are vital to raising student achievement, i.e., quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building.
The changes brought about by various national and global frameworks such as the K to 12 Reform and the ASEAN integration, globalization, and the
changing character of the 21st century learners necessitate improvement and adaptability of education, and a call for the rethinking of the current teacher
standards.
The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework of teacher quality, the
National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s.
2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education (STRIVE)
project and the Third Elementary Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines. The reform process warrants
an equivalent supportive focus on teacher quality – high quality teachers who are properly equipped and prepared to assume the roles and functions of a K
to 12 teacher.
The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what constitutes teacher quality in the K to 12 Reform through well-defined domains, strands, and indicators
that provide measures of professional learning, competent practice, and effective engagement. This set of standards makes explicit what teachers should
know, be able to do and value to achieve competence, improved student learning outcomes, and eventually quality education. It is founded on teaching
philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The professional standards, therefore, become a public
statement of professional accountability that can help teachers reflect on and assess their own practices as they aspire for personal growth and professional
development.
The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21 st Century in the Philippines. Quality teachers
in the Philippines need to possess the following characteristics:
recognize the importance of 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. They apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to
facilitate the teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and
technologies to promote high-quality learning outcomes.
provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. They create an
environment that is learning-focused and they efficiently manage learner behavior in a physical and virtual space. They 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.
establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to
the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices
that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.
interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are relevant to learners
and based on the principles of effective teaching and learning. They apply their professional knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to learners’ needs and incorporate a
range of teaching and learning resources. They communicate learning goals to support learner participation, understanding and achievement.
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.
Career stages
Teacher professional development happens in a continuum from beginning to exemplary practice. Anchored on the principle of lifelong learning, the
set of professional standards for teachers recognizes the significance of a standards framework that articulates developmental progression as teachers
develop, refine their practice and respond to the complexities of educational reforms.
The following statements, which define the work of teachers at different career stages, make explicit the elements of high-quality teaching for the
21st century. They comprise descriptors that have been informed by teachers’ understandings of what is required at each of the four Career Stages. The
descriptors represent a continuum of development within the profession by providing a basis for attracting, preparing, developing and supporting teachers.
Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They have a strong
understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. They possess the requisite knowledge, skills and
values that support the teaching and learning process. They manage learning programs and have strategies that promote learning based on the learning
needs of their students. They seek advice from experienced colleagues to consolidate their teaching practice.
Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching and learning process. They
provide focused teaching programs that meet curriculum and assessment requirements. They display skills in planning, implementing, and managing
learning programs. They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and
advancement. They are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.
Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching practice. They manifest an in-depth
and sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are more adept in problem
solving and optimize opportunities gained from experience. Career Stage 3 Teachers work collaboratively with colleagues and provide them support and
mentoring to enhance their learning and practice. They continually seek to develop their professional knowledge and practice by reflecting on their own
needs, and those of their colleagues and students.
Beginning Teachers have gained the Proficient Teachers are professionally Highly Proficient Teachers consistently Distinguished Teachers embody the highest
qualifications recognized for entry into independent in the application of skills display a high level of performance in standard for teaching grounded in global
the teaching profession. vital to the teaching and learning their teaching practice. best practices.
process.
They have a strong understanding of They manifest an in-depth and They exhibit exceptional capacity to
the subjects/areas in which they are They provide focused teaching sophisticated understanding of the improve their own teaching practice and
trained in terms of content knowledge programs that meet curriculum and teaching and learning process. that of others.
and pedagogy. assessment requirements.
They have high education-focused They are recognized as leaders in
They possess the requisite knowledge, They display skills in planning, situation cognition, are more adept in education, contributors to the profession
skills and values that support the implementing and managing learning problem solving and optimize and initiators of collaborations and
teaching and learning process. programs. opportunities gained from experience. partnerships.
They manage learning programs and They actively engage in collaborative They provide support and mentoring to They create lifelong impact in the lives of
have strategies that promote learning learning with the professional colleagues in their professional colleagues, students and others.
based on the learning needs of their community and other stakeholders for development, as well as work
students. mutual growth and advancement. collaboratively with them to enhance the They consistently seek professional
learning and practice potential of their advancement and relevance in pursuit of
They seek advice from experienced They are reflective practitioners who colleagues. teaching quality and excellence.
colleagues to consolidate their continually consolidate the knowledge,
teaching practice. skills and practices of Career Stage 1 They continually seek to develop their They exhibit commitment to inspire the
teachers. professional knowledge and practice by education community and stakeholders for
reflecting on their own needs, and those the improvement of education provision in
of their colleagues and students. the Philippines.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 1.1 1.1.1 Demonstrate content 1.1.2 Apply knowledge of 1.1.3 Model effective 1.1.4 Model exemplary practice
Content knowledge and its knowledge and its application content within and across applications of content to improve the applications of
application within and across within and/or across curriculum curriculum teaching areas. knowledge within and across content knowledge within and
curriculum areas teaching areas. curriculum teaching areas. across curriculum teaching
areas.
Strand 1.2 1.2.1 Demonstrate an 1.2.2 Use research-based 1.2.3 Collaborate with 1.2.4 Lead colleagues in the
Research-based knowledge and understanding of researchbased knowledge and principles of colleagues in the conduct and advancement of the art and
principles of teaching and knowledge and principles of teaching and learning to application of research to enrich science of teaching based on
learning teaching and learning. enhance professional practice. knowledge of content and their comprehensive
pedagogy. knowledge of research and
pedagogy.
Strand 1.3 1.3.1 Show skills in the positive 1.3.2 Ensure the positive use of 1.3.3 Promote effective 1.3.4 Mentor colleagues in the
Positive use of ICT use of ICT to facilitate the ICT to facilitate the teaching and strategies in the positive use of implementation of policies to
teaching and learning process. learning process. ICT to facilitate the teaching and ensure the positive use of ICT
learning process. within or beyond the school.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 2.1 2.1.1 Demonstrate knowledge of 2.1.2 Establish safe and secure 2.1.3 Exhibit effective strategies 2.1.4 Apply comprehensive
Learner safety and security policies, guidelines and learning environments to that ensure safe and secure knowledge of and act as a
procedures that provide safe enhance learning through the learning environments to resource person for, policies,
and secure learning consistent implementation of enhance learning through the guidelines and procedures that
environments. policies, guidelines and consistent implementation of relate to the implementation of
procedures. policies, guidelines and safe and secure learning
procedures. environments for learners.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain learning 2.2.3 Exhibit effective practices 2.2.4 Advocate and facilitate
Fair learning environment understanding of learning environments that promote to foster learning environments the use of effective practices to
environments that promote fairness, respect and care to that promote fairness, respect foster learning environments
fairness, respect and care to encourage learning. and care to encourage learning. that promote fairness, respect
encourage learning. and care to encourage learning.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 3.1 3.1.1 Demonstrate knowledge 3.1.2 Use differentiated, 3.1.3 Work with colleagues to 3.1.4 Lead colleagues to
Learners’ gender, needs, and understanding of developmentally appropriate share differentiated, evaluate differentiated
strengths, interests and differentiated teaching to suit learning experiences to address developmentally appropriate strategies to enrich teaching
experiences the learners’ gender, needs, learners’ gender, needs, opportunities to address practices that address learners’
strengths, interests and strengths, interests and learners’ differences in gender, differences in gender, needs,
experiences. experiences. needs, strengths, interests and strengths, interests and
experiences. experiences.
Strand 3.4 3.4.1 Demonstrate 3.4.2 Plan and deliver teaching 3.4.3 Evaluate with colleagues 3.4.4 Model a range of high
Learners in difficult understanding of the special strategies that are responsive to teaching strategies that are level skills responsive to the
circumstances educational needs of learners in the special educational needs of responsive to the special special educational needs of
difficult circumstances, learners in difficult educational needs of learners in learners in difficult
including: geographic isolation; circumstances, including: difficult circumstances, circumstances, including:
chronic illness; displacement geographic isolation; chronic including: geographic isolation; geographic isolation; chronic
due to armed conflict, urban illness; displacement due to chronic illness; displacement illness; displacement due to
resettlement or disasters; child armed conflict, urban due to armed conflict, urban armed conflict, urban
abuse and child labor practices. resettlement or disasters; child resettlement or disasters; child resettlement or disasters; child
abuse and child labor practices. abuse and child labor practices. abuse and child labor practices.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 4.1 4.1.1 Prepare developmentally 4.1.2 Plan, manage and 4.1.3 Develop and apply 4.1.4 Model exemplary practice
Planning and management of sequenced teaching and learning implement developmentally effective strategies in the and lead colleagues in
teaching and learning process process to meet curriculum sequenced teaching and planning and management of enhancing current practices in
requirements. learning process to meet developmentally sequenced the planning and management
curriculum requirements and teaching and learning process to of developmentally sequenced
varied teaching contexts. meet curriculum requirements teaching and learning process.
and varied teaching contexts.
Strand 4.2 4.2.1 Identify learning outcomes 4.2.2 Set achievable and 4.2.3 Model to colleagues the 4.2.4 Exhibit high-level skills
Strand 4.5 4.5.1 Show skills in the selection, 4.5.2 Select, develop, organize 4.5.3 Advise and guide
Teaching and learning resources development and use of a and use appropriate teaching 4.5.4 Model exemplary skills
colleagues in the selection,
including ICT variety of teaching and learning and learning resources, including and lead colleagues in the
organization, development and
resources, including ICT, to address learning goals. development and evaluation of
use of appropriate teaching and
ICT, to address learning goals. teaching and learning
learning resources, including ICT,
resources, including ICT, for use
to address specific learning
within and beyond the school.
goals.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 5.1 5.1.1 Demonstrate knowledge of 5.1.2 Design, select, organize 5.1.3 Work collaboratively with 5.1.4 Lead initiatives in the
Design, selection, organization the design, selection, and use diagnostic, formative colleagues to review the design, evaluation of assessment
and utilization of assessment organization and use of and summative assessment selection, organization and use policies and guidelines that
strategies diagnostic, formative and strategies consistent with of a range of effective diagnostic, relate to the design, selection,
summative assessment curriculum requirements. formative and summative organization and use of
strategies consistent with assessment strategies consistent effective diagnostic, formative
curriculum requirements. with curriculum requirements. and summative assessment
strategies consistent with
curriculum requirements.
Strand 5.2 5.2.1 Demonstrate knowledge of 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 of learner progress and monitoring and evaluation mentor colleagues in the
learner progress and learner progress and achievement using learner strategies of attainment data to effective analysis and use of
achievement achievement using learner attainment data. support learner progress and learner attainment data.
attainment data. achievement.
Strand 5.3 5.3.1 Demonstrate knowledge of 5.3.2 Use strategies for providing 5.3.3 Use effective strategies for 5.3.4 Exhibit exemplary skills
Feedback to improve learning providing timely, accurate and timely, accurate and constructive providing timely, accurate and and lead initiatives to support
constructive feedback to feedback to improve learner constructive feedback to colleagues in applying
improve learner performance. performance. encourage learners to reflect on strategies that effectively
and improve their own learning. provide timely, accurate and
constructive feedback to
learners to improve learning
achievement.
Strand 5.5 5.5.1 Demonstrate an 5.5.2 Utilize assessment data to 5.5.3 Work collaboratively with 5.5.4 Lead colleagues to
Use of assessment data to understanding of the role of inform the modification of colleagues to analyze and utilize explore, design and implement
enhance teaching and learning assessment data as feedback in teaching and learning practices assessment data to modify effective practices and
practices and programs teaching and learning practices and programs. practices and programs to programs using information
and programs. further support learner progress derived from assessment data.
and achievement.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 6.2 6.2.1 Seek advice concerning 6.2.2 Build relationships with 6.2.3 Guide colleagues to 6.2.4 Lead in consolidating
Engagement of parents and the strategies that build parents/guardians and the wider strengthen relationships with networks that strengthen
wider school community in the relationships with school community to facilitate parents/guardians and the wider relationships with
educative process parents/guardians and the wider involvement in the educative school community to maximize parents/guardians and the wider
community. process. their involvement in the school community to maximize
educative process. their involvement in the
educative process.
Strand 6.3 6.3.1 Demonstrate awareness of 6.3.2 Review regularly personal 6.3.3 Discuss with colleagues 6.3.4 Lead colleagues in the
Professional ethics existing laws and regulations teaching practice using existing teaching and learning practices regular review of existing codes,
that apply to the teaching laws and regulations that apply that apply existing codes, laws laws and regulations that apply
profession, and become familiar to the teaching profession and and regulations that apply to the to the teaching profession, and
with the responsibilities the responsibilities specified in teaching profession, and the the responsibilities as specified
specified in the Code of Ethics the Code of Ethics for responsibilities specified in the in the Code of Ethics for
for Professional Teachers. Professional Teachers. Code of Ethics for Professional Professional Teachers.
Teachers.
Strand 6.4 6.4.1 Demonstrate knowledge 6.4.2 Comply with and 6.4.3 Exhibit commitment to and 6.4.4 Evaluate existing school
School policies and procedures and understanding of school implement school policies and support teachers in the policies and procedures to make
policies and procedures to foster procedures consistently to foster implementation of school them more responsive to the
harmonious relationship with harmonious relationships with policies and procedures to foster needs of the learners, parents
the wider school community. learners, parents, and other harmonious relationships with and other stakeholders.
stakeholders. learners, parents and other
stakeholders.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 7.1 7.1.1 Articulate a personal 7.1.2 Apply a personal 7.1.3 Manifest a learnercentered 7.1.4 Model a learner-centered
Philosophy of teaching philosophy of teaching that is philosophy of teaching that is teaching philosophy in various teaching philosophy through
learner-centered. learner-centered. aspects of practice and support teaching practices that stimulate
colleagues in enhancing their colleagues to engage in further
own learner-centered teaching professional learning.
philosophy.
Strand 7.2 7.2.1 Demonstrate behaviors 7.2.2 Adopt practices that 7.2.3 Identify and utilize 7.2.4 Act as a role model and
Dignity of teaching as a that uphold the dignity of uphold the dignity of teaching as personal professional strengths advocate for upholding the
profession teaching as a profession by a profession by exhibiting to uphold the dignity of teaching dignity of teaching as a
exhibiting qualities such as qualities such as caring attitude, as a profession to help build a profession to build a positive
caring attitude, respect and respect and integrity. positive teaching and learning teaching and learning culture
integrity. culture within the school. within and beyond the school.
Strand 7.3 7.3.1 Seek opportunities to 7.3.2 Participate in professional 7.3.3 Contribute actively to 7.3.4 Take a leadership role in
Professional links with establish professional links with networks to share knowledge professional networks within supporting colleagues’
colleagues colleagues. and to enhance practice. and between schools to improve engagement with professional
knowledge and to enhance networks within and across
practice. schools to advance knowledge
and practice in identified areas
of need.
Strand 7.4 7.4.1 Demonstrate an 7.4.2 Develop a personal 7.4.3 Initiate professional 7.4.4. Demonstrate leadership
Professional reflection and understanding of how professional improvement plan reflections and promote within and across school
learning to improve practice professional reflection and based on reflection of one’s learning opportunities with contexts in critically evaluating
colleagues to improve practice. practice and setting clearly