VALUES AND ATTRIBUTES OF A PROFESSIONAL TEACHER

Teaching is a profession. One of the responsibilities of the teacher then is to

maintain a high standard of personal and professional conduct. Considering that
teaching involves varied relationship, it has become important to have specific rules
of conduct that will govern the teacher's behavior in these relationships. In any
profession, such rules of conduct are collectively known as the code of professional
ethics. By observing a code of ethics, the teacher will be able to provide his
pupils/students and the community where he works with an admirable role model of
the professional teacher.

CODES OF ETHICS FOR PROFESSIONAL TEACHERS

Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state;
each teacher is a trustee of the cultural and educational heritage of the nation and
is under obligation to transmit to learners such heritage as well as to elevate national
morality, promote national pride, cultivate love of country, instill allegiance to the
constitution and for all duly constituted authorities, and promote obedience to the
laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state, and shall take an oath to this effect.

Section 4. Every teacher shall possess and actualize a full commitment and devotion
to duty.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provided that, if the
results are inimical to the declared policies of the State, they shall be brought to the
proper authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth;
he shall, therefore, render the best service by providing an environment conducive to
such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate
in community movements for moral, social, educational, economic and civic
betterment.
Section 6. Every teacher is intellectual leader in the community, especially in the
barangay, and shall welcome the opportunity to provide such leadership when
needed, to extend counseling services, as appropriate, and to actively be involved in
matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and with the
people, individually or collectively

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession,
and shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparations for the career of teaching, and shall
be at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education
(CPE) program of the Professional Regulation Commission, and shall pursue
such other studies as will improve his efficiency, enhance the prestige of
the profession, and strengthen his competence, virtues, and productivity in order to
be nationally and internationally competitive..
Section 5. Every teacher shall use the teaching profession in a manner that makes it
dignified means for earning a descent living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self-sacrifice for the common
good, and full cooperation with colleagues. When the best interest of the learners,
the school, or the profession is at stake in any controversy, teachers shall support
one another.
Section 2. A teacher is not entitled to claim credit or work not of his own, and shall
give due credit for the work of others which he may use.
 Section 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which has not
been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what
may appear to be an unprofessional and unethical conduct of any associate.
However, this may be done only if there is incontrovertible evidence for such
conduct.
.
Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such practices
being standards of effective school supervision, dignified administration, responsible
leadership and enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce important changes
in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in
conferences in training programs.
Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school
teachers are issued contracts specifying the terms and conditions of their work;
provided that they are given, if qualified, subsequent permanent tenure, in
accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are
of first and foremost concern, and shall deal justifiably and impartially with each
of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate
against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if
undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and
quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop
between teacher and learner, the teacher shall exercise utmost professional
discretion to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor
make deductions from their scholastic ratings as a punishment for acts which are
clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum
development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect
.Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him, exercising utmost candor and tact in
pointing out the learner's deficiencies and in seeking parent’s cooperation for the
proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and
understanding, and shall discourage unfair criticism.
A. Characteristics of 21st century teacher
A good teacher can inspire, hope, ignite the imagination and instill a love of
learning. Teachers of 21st century have to take in account the needs of their
students, prepare them to meet the challenges of future. Teacher’s work is
considered complex and demanding. For creating a high quality professional
teaching force, it is important to have high quality professional teacher’s
development program. The developmental program must incorporate use of
technology integration in teaching.
Learner-Centered Classroom and Personalized Instructions
The days of spoon-feeding have ended now, as students have access to any
possible information. It is desirable to give personalized instructions to students as
they differ in personalities, goals, aims, needs etc. By allowing students to choose on
their own their intrinsic motivation increases and make more efforts to learn on their
own.
Students as Producers
These days students are treated as digital natives and producers of any digital
content. Students are laced with recent and best tools, although they seldom use it
beyond communicating with family & friends. Every student has expensive devices
which have capabilities to produce blogs, info graphics, tutorials. Students are still
asked to switch off these devices and work on handouts. When students are given
opportunity, they can make creative blogs, stories and feel proud to share with
others.
Project-Based Learning
These days’ students conduct their research, contact experts, create final
projects and share all using devices in hand. They only need guidance from
teachers. Students compare information from different sources, give feedback to
peers, convey own ideas so on.
Learn New Technologies
The main requirement for providing quality education is the integrating
technology with teaching to create learning environment which fulfill the needs of a
group of students. It is useful for students to have own hand on experience. As
technology is developing day and night, learning a tool once for all is not an option.
The new technology is new for the beginners as well as experienced teachers.
Go Global
Today it is possible to have first-hand experience of other countries. By teaching
students use the tools in their hands to visit any corner of this world, make us more
knowledgeable and sympathetic.
Be Smart and Use Smart Phones
Students are to be encouraged to view their devices as worthy tools which
assist knowledge (not distraction). Teaching students how to find answers they need
and to be independent. The benefit for teacher is the personalization, and the
freedom for students to access resources. This often encourage individual learning
and allow students to choose what their own suitable approaches.
Blog
Blogging is one of the professional activities. The use of blogs in educational
setting produces several benefits. Blog can be used as a platform to post homework,
assignments, projects, ask to help, share resources so on. As blogging is purely a
writing activity, but it requires reading, reading more books, other blogs, articles so
on. It also leads one’s own professional development. The blogging promotes critical
and analytical thinking, increases access, social interaction with others. “You don’t
have to be great to start, but you have to start to be great!” Zig Zagler.
Go Digital
Another important attribute is to go paperless. Today’s students are deeply
involved in the digital world. Social networking, online games and tools as mobile
phones, iPods are everyday use of students. Very often there is digital disconnect in
learning environment. One can organize teaching resources and activities on one’s
own website and Integration of technology take learning experience to different
levels. Sharing links & discussing topics online. Teachers need to make a shift to
become mentors, coaches and even artists.
Collaborate
Technology provides powerful new tools to assist communication beyond
classroom. It let collaboration between students and teachers. To make classroom
activities resemble with real world by creating digital resources, lectures,
presentations, and projects together with other teachers and students. The teacher’s
plays the role of a facilitator of collaboration between local, national and global
communities.
Use Twitter Chat
 The most efficient and cheapest way to arrange one’s own professional
development, share research and ideas is twitter chat. It is one of the ways to stay
updated with current issues in the field. Going to conferences is no longer the only
way to meet others or build professional learning networks.
Connect
Teacher often talk about how helpless they fell when it comes to reach out to
students. Technology allow us to connect anyone, anywhere, anytime. It connects
with like-minded individuals. Simply connect via social media: follow, join, ask.
Build Positive Digital Footprint
Become proficient with technology. Build a positive digital footprint. Living in
this time gives us an opportunity to contribute and share our unique point of view. To
maintain professional behavior both in class and online helps in building positive
digital footprint & describe proper actions for students. Teachers guide students how
to use social media, how to produce, publish important content, create sharable
resources. The digital literacy is very often defined as ‘literacy in the 21-century’. “A
journey of a thousand miles begins with a single step.” Lao-tzu
Innovate
The main aim behind any innovation in technology is to provide comfort,
productivity and better life. Teacher have to expand teaching toolbox and try new
applications example replacing textbooks with web resources, teaching with social
media. Students love using Facebook for class discussions & announcements. They
appreciate new knowledge not new tools. They love new, more interesting &
productive ways of using new applications.
Keep Learning
Day by day new ways and technologies keep emerging. One has to adapt
with new emerging technologies and learning them. Teachers have a vital role to
play. Thus, the former president, Dr. A.P.J Abdul Kalam believes that teachers have
tremendous responsibility in shaping the life of an individual. The teacher is the
backbone of society. “The teacher shares the responsibility of reconstructing a
society. He acts as a social reformer. Quality teachers for quality education and
many events are taking place around the world to promote that ideal from the grass
roots on up to the highest levels of government.”
B. Characteristics of a Special and Inclusive Education Teacher

One of the reasons special education teachers are always in high demand is
that few people have what it takes. Special education teachers work with children
with a wide range of disabilities. Whether dealing with minor learning disabilities or
students who have severe physical and cognitive disorders, a special education
teacher must have the skill and knowledge to know how to best work with the child.

Acceptance

Being a special education teacher often involves working with students with
special needs that others may find difficult to accept. As a special education teacher,
you must be accepting of all students, no matter the disability or special need. This
includes teaching all students with dignity and respect.

You must remember that even students who cannot speak or who function at low
levels have feelings and can often pick up on negativity or when someone is feeling
uncomfortable. Every child in your classroom must feel valuable.

Patience and Understanding

Working with children with special needs requires enormous amounts of

patience. Often it takes these students significantly longer than mainstream students
to perform simple tasks. While you may be tempted to finish something for a student,
you must remember that giving the student time to finish the task, no matter how
long it takes, is essential to his growth and development.

As a special education teacher, you must also take the time to understand each
student's individual disabilities and special needs. Find ways to make learning the
key skills and information easier to help avoid frustrating situations.

Creativity and Flexibility

In your special education classroom, your students likely do not have the
same disabilities and there will be a range of capabilities. One student may be highly
functioning and simply have trouble interacting socially, while another may not be
able to speak or perform basic motor skills.

Designing daily lessons and activities for the range of disabilities you will face
requires a lot of creativity. Of course, many disabilities manifest themselves
differently on a daily, sometimes even hourly basis, so your plans must be flexible
and account for behavior problems, outbursts and days when students are not
physically or mentally ready to do the work.

Detail and Organization

Students with disabilities and special needs come with Individualized

Education Plans (IEPs), behavior modification plans and other paperwork. As a
special education teacher, it's your job to make sure each student's IEP is followed
to a tee, that evaluations are regularly taking place and that all paperwork is filled out
and sent to the right people at the right times.

This requires being detail oriented and organized. Forgetting to fill in the correct line
on a form or missing an evaluation can result in even more paperwork or problems
with the child getting the support and attention he really needs.

C. Philippine Professional Standards for Teachers: Beginning Teacher

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.
Professional Standards for Teachers

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.

Teacher Quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality in the
Philippines. The standards describe the expectations of teachers’ increasing levels
of knowledge, practice and professional engagement. At the same time, the
standards allow for teachers’ growing understanding, applied with increasing
sophistication across a broader and more complex range of teaching/learning
situations.

The following describes the breadth of 7 Domains that are required by teachers
to be effective in the 21st 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.
 Apply a variety of assessment tools and strategies in monitoring,
evaluating, documenting and reporting learners’ needs, progress and
achievement. They use assessment data in a variety of ways to inform and
enhance the teaching and learning process and programs. They provide
learners with the necessary feedback about learning outcomes that informs
the reporting cycle and enables teachers to select, organize and use sound
assessment processes.
 Establish school-community partnerships aimed at enriching the
learning environment, as well as the community’s engagement in the
educative process. They 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. They
understand and fulfill their obligations in upholding professional ethics,
accountability and transparency to promote professional and harmonious
relationships with learners, parents, schools and the wider community.
 Value personal growth and professional development and exhibit high
personal regard for the profession by maintaining qualities that uphold the
dignity of teaching such as caring attitude, respect and integrity. They value
personal and professional reflection and learning to improve their practice.
They assume responsibility for personal growth and professional development
for lifelong learning.

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

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.

Career Stage 4 or Distinguished Teachers embody the highest standard for

teaching grounded in global best practices. They exhibit exceptional capacity to
improve their own teaching practice and that of others. They are recognized as
leaders in education, contributors to the profession and initiators of collaborations
and partnerships. They create lifelong impact in the lives of colleagues, students and
others. They consistently seek professional advancement and relevance in pursuit of
teaching quality and excellence. They exhibit commitment to inspire the education
community and stakeholders for the improvement of education provision in the
Philippines.

Domains/ Strands/ Indicators for Beginning Teachers

Domain 1 Content Knowledge and Pedagogy. It 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
outcome.

Strands Beginning Teachers

Strand 1.1 Content knowledge 1.1.1 Demonstrate content

and its application within and knowledge and its application within
across curriculum areas and/or across curriculum teaching areas.

Strand 1.2 1.2.1 Demonstrate an understanding

of research-based knowledge and
Research-based knowledge
principles of teaching and learning.
and principles of teaching and
learning

Strand 1.3 Positive use of 1.3.1 Show skills in the positive use
ICT of ICT to facilitate the teaching and
learning process.

Strand 1.4 1.4.1 Demonstrate knowledge of

teaching strategies that promote literacy
Strategies for promoting
and numeracy skills.
literacy and numeracy
 Strand 1.5 1.5.1 Apply teaching strategies that
develop critical and creative thinking,
Strategies for developing
and/or other higher-order thinking skills.
critical and creative thinking, as
well as other higher-order thinking
skills

Strand 1.6 Mother Tongue, 1.6.1 Use Mother Tongue, Filipino

Filipino and English in teaching and English to facilitate teaching and
and learning learning.

Strand 1.7 Classroom 1.7.1 Demonstrate an understanding

communication strategies of the range of verbal and non-verbal
classroom communication strategies that
support learner understanding,
participation, engagement and
achievement.

Domain 2. Learning Environment. It 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

Strand 2.1 Learner safety and 2.1.1 Demonstrate knowledge of

security policies, guidelines and procedures
that provide safe and secure learning
environments.

Strand 2.2 Fair learning 2.2.1 Demonstrate understanding

environment of learning environments that promote
fairness, respect and care to
encourage learning.

Strand 2.3 Management of 2.3.1 Demonstrate knowledge of

classroom structure and activities
managing classroom structure that
engages learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities
within the available physical learning
environments.

Strand 2.4 Support for learner 2.4.1 Demonstrate understanding

participation of supportive learning environments
that nurture and inspire learner
participation.

Strand 2.5 Promotion of 2.5.1 Demonstrate knowledge of

purposive learning learning environments that motivate
learners to work productively by
assuming responsibility for their own
learning.

Strand 2.6 Management of 2.6.1 Demonstrate knowledge of

learner behavior positive and non-violent discipline in
the management of learner behavior.

Domain 3. Diversity of Learners, 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

Strand 3.1 Learners' gender, 3.1.1 Demonstrate knowledge

needs, strengths, interests and and understanding of differentiated
experiences teaching to suit the learners' gender,
needs, strengths, interests and
experiences.

Strand 3.2 Learners' linguistic, 3.2.1 Implement teaching

cultural, socio-economic and religious strategies that are responsive to the
backgrounds learners' linguistic, cultural, socio-
economic and religious backgrounds

Strand 3.3 Learners with 3.3.1 Use strategies responsive

disabilities, giftedness and talents to learners with disabilities, giftedness
and talents

Strand 3.4 Learners in difficult 3.4.1 Demonstrate understanding

circumstances of the special educational needs of
learners in difficult circumstances,
including: geographic isolation;
chronic illness; displacement due to
armed conflict, urban resettlement or
disasters; child abuse and child labor
practices.

Strand 3.5 Learners from 3.5.1 Demonstrate knowledge of

indigenous groups teaching strategies that are inclusive
of learners from indigenous groups

Domain 4. Curriculum and Planning 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

Strands 4.1 Planning and 4.1.1 Prepare developmentally

management of teaching and learning sequenced teaching and learning
process process to meet curriculum
requirements.

Strand 4.2 Learning outcomes 4.2.1 Identify learning outcomes

aligned with learning competencies that are aligned with learning
competencies.

Strand 4.3 Relevance and 4.3.1 Demonstrate knowledge in

responsiveness of learning programs the implementation of relevant and
responsive learning programs.

Strand 4.4 Professional 4.4.1 Seek advice concerning

collaboration to enrich teaching strategies that can enrich teaching
practice practice.

Strand 4.5 Teaching and learning 4.5.1 Show skills in the selection,
resources including ICT development and use of a variety of
teaching and learning resources,
including ICT, to address learning
goals.

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. 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

Strand 5.1 Design, selection, 5.1.1 Demonstrate knowledge of

organization and utilization of the design, selection, organization
assessment strategies and use of diagnostic, formative and
summative assessment strategies
consistent with curriculum
requirements.

Strand 5.2 Monitoring and 5.2.1 Demonstrate knowledge of

evaluation of learner progress and monitoring and evaluation of learner
achievement progress and achievement using
learner attainment data.

Strand 5.3 Feedback to improve 5.3.1 Demonstrate knowledge of

learning providing timely, accurate and
constructive feedback to improve
learner performance.

Strand 5.4 Communication of 5.4.1 Demonstrate familiarity with

learner needs, progress and a range of strategies for
achievement to key stakeholders 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.

Strand 5.5 Use of assessment 5.5.1 Demonstrate an

data to enhance teaching and understanding of the role of
learning practices and programs assessment data as feedback in
 teaching and learning practices and
programs.

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 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

Strand 6.1 Establishment of 6.1.1 Demonstrate an

learning environments that are understanding of knowledge of
responsive to community contexts learning environments that are
responsive to community contexts

Strand 6.2 Engagement of 6.2.1 Seek advice concerning

parents and the wider school strategies that build relationships with
community in the educative process parents/guardians and the wider
community.

Strand 6.3 Professional ethics 6.3.1 Demonstrate awareness 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.

Strand 6.4 School policies and 6.4.1 Demonstrate knowledge

procedures and understanding of school policies
and procedures to foster harmonious
 relationship with the wider school
community.

Domain 7. Personal Growth and Professional Development, 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

Strand 7.1 Philosophy of teaching 7.1.1 Articulate a personal

philosophy of teaching that is learner-
centered.

Strand 7.2 Dignity of teaching as 7.2.1 Demonstrate behaviors that

a profession uphold the dignity of teaching as a
profession by exhibiting qualities such
as caring attitude, respect and
integrity.

Strand 7.3 Professional links with 7.3.1 Seek opportunities to

colleagues establish professional links with
colleagues. 7.3.2 Participate in
professional networks to share
knowledge and to enhance practice.

Strand 7.4 Professional reflection 7.4.1 Demonstrate an

and learning to improve practice understanding of how professional
reflection and

Strand 7.5 Professional 7.5.1 Demonstrate motivation to

development goals realize professional development
goals based on the Philippine
Professional Standards for Teachers.
BIBLIOGRAPHY

https://www.scribd.com/doc/27919441/Code-of-Ethics-for-Professional-Teachers

Lardizabal A., Bustos A., Bucu L., Tangco M.,Principles and Methods of Teaching,
Quezon City, Phoenix Publishing House,Inc.

https://www.researchgate.net/publication/318468323_Teacher_of_21_st_Century_C
haracteristics_and_Development

http://work.chron.com/characteristics-special-education-teacher-13022.html

file:///C:/Users/PC8eight/Downloads/teacher21stcentury.pdf

https://www.teacherph.com/philippine-professional-standards-for-teachers/
FORMATIVE ASSESSMENT
Direction: Read carefully and encircle the correct answer.

1. It is a document may outline the mission and values of the business or

organization, how professionals are supposed to approach problems,
the ethical principles based on the organization's core values and the standards to
which the professional is held.
a. Ethics
b. Values
c. Standards
d. Code of Ethics
2. In what article and section from Code of Ethics for Professional Teachers stated
that ” It shall be the responsibility of every teacher to seek correctives for what may
appear to be an unprofessional and unethical conduct of any associate. However,
this may be done only if there is incontrovertible evidence for such conduct"?

a. Article 1, Section 2
b. Article VI, Section 3
c. Article V, Section 5
d. Article II, Section 5
3. It is the backbone of the society.
a. Doctor
b. Engineer
c. Laborer
d. Teacher
4. It promotes critical and analytical thinking, increases access, social interaction
with others.
a. Downloading
b. Blogging
c. Posting
d. Encoding
5. Which is NOT a characteristic of a 21st century teacher?
a. Keep learning
b. Blogger
 c. Unimaginative
d. Collaborative
6. Teacher often talk about how helpless they fell when it comes to reach out to
students. Technology allow us to _______ anyone, anywhere, anytime.
a.Divide
b. Connect
c.Divorce
d. Disunite
7. It is one of the characteristics of special and inclusive education teacher that
he/she must be able to include all children in the learning process, which may
involve teaching the same material in four or five different ways.
a. Adaptability
b. Creativity
c. Even tempered
d. Calming nature
8. Sticking to a clear schedule helps children stay calm by creating expectations
through a daily routine. How do teachers play a role in a child's goals for the year?
a. through Class Education Plan
b .through Individual Education Plan
c. through Special Education Plan
d. through Inclusive Education Plan
9. The 7 Domains collectively comprise 37 strands that refer to more specific
dimensions of teacher practices._______ refers to Content Knowledge and
Pedagogy.

a. Domain 2.
b. Domain 3.
c. Domain 5.
d. Domain 1
10. It 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.

a. Domain 5. Assessment and Reporting

 b. Domain 3. Diversity of Learners
c. Domain 2. Learning Environment
d. Domain 4. Curriculum and Planning

Key-to-Correction.
1. D.
2. C. .
3. D .
4. B.
5. C.
6.B.
7. B.
8. B..
9. D.
10. A.