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
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
1.Learner’s gender, needs,
strengths, interests and
experiences
2. Learner’s linguistic, cultural,
socio-economic and religious
backgrounds
3. Learners with disabilities,
giftedness and talents
4. Learners in difficult
circumstances
5. Learners from indigenous group
1.Planning and management of
teaching and learning process
2. Learning outcomes aligned with
learning competencies
3. Relevance and responsiveness
of learning competencies
4. Professional and collaboration
to enrich teaching practice
5. Teaching and learning
resources including ICT
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
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
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 Stage 1: Beginning
Teachers have gained the
qualifications recognized for entry
into the teaching profession.
• They have a strong understanding
of the subject/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
practices.
Career Stage 2: 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: 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: 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.
Domain 1. Content Knowledge and Pedagogy

Domain 1 recognizes the importance of
teachers’ mastery of content knowledge and
its interconnectedness within and across
curriculum areas, coupled with a sound and
critical understanding of the application of
theories and principles of teaching and
learning. This Domain encompasses teachers’
ability to apply developmentally appropriate
and meaningful pedagogy grounded on
content knowledge and current research. It
takes into account teachers’ proficiency in
Mother Tongue, Filipino and English in the
teaching and learning process, as well as
needed skills in the use of communication
strategies, teaching strategies, and
technologies to promote high-quality learning
outcomes.
 Strands Beginning Proficient Highly Distinguished
Teachers Teachers Proficient Teachers
Teachers
Strand 1.1 1.1.1 1.1.2 Apply 1.1.3 Model 1.1.4 Model
Content Demonstrate knowledge effective exemplary
knowledge content of content applications practice to
and its knowledge within and of content improve the
application and its across knowledge applications
within and application curriculum within and of content
across within teaching across knowledge
curriculum and/or areas. curriculum within and
areas across teaching across
curriculum areas. curriculum
teaching teaching
areas. areas.
Strand 1.2 1.2.1 1.2.2 Use 1.2.3 1.2.4 Lead
Research- Demonstrate research- Collaborate colleagues in
based an based with the
knowledge understandi knowledge colleagues in advancemen
and ng of and the conduct t of the art
principles of research- principles of and and science
teaching and based teaching and application of teaching
learning knowledge learning to of research based on
and enhance to enrich their
principles of professional knowledge comprehensi
teaching and practice. of content ve
learning. and knowledge
pedagogy. of research
and
pedagogy.
Strand 1.3 1.3.1 Show 1.3.2 Ensure 1.3.3 1.3.4 Mentor
Positive use skills in the the positive Promote colleagues in
of ICT positive use use of ICT to effective the
of ICT to facilitate the strategies in implementat
facilitate the teaching and the positive ion of
teaching and learning use of ICT to policies to
learning process. facilitate the ensure the
process. teaching and positive use
learning of ICT within
process. or beyond
the school.
Strand 1.4 1.4.1 1.4.2 Use a 1.4.3 1.4.4 Model
Strategies Demonstrate range of Evaluate a
for knowledge teaching with comprehensi
promoting of teaching strategies colleagues ve selection
literacy and strategies that enhance the of effective
numeracy that learner effectiveness teaching
promote achievement of teaching strategies
literacy and in literacy strategies that
numeracy and that promote
skills. numeracy promote learner
skills. learner achievement
achievement in literacy
in literacy and
and numeracy.
numeracy.
Strand 1.5 1.5.1 Apply 1.5.2 Apply a 1.5.3 1.5.4 Lead
Strategies teaching range of Develop and colleagues in
for strategies teaching apply reviewing,
developing that develop strategies to effective modifying
critical and critical and develop teaching and
creative creative critical and strategies to expanding
thinking, as thinking, creative promote their range in
well as other and/or other thinking, as critical and teaching
higher-order higher-order well as other creative strategies
thinking thinking higher-order thinking, as that promote
skills skills. thinking well as critical and
skills. other creative
higher-order thinking, as
thinking well as
skills. other higher-
order
thinking
skills.
Strand 1.6 1.6.1 Use 1.6.2 1.6.3 Model 1.6.4 Show
Mother Mother Display and support exemplary skills in
Tongue, Tongue, proficient colleagues in and advocate the
Filipino Filipino use of the proficient use of Mother
and and Mother use of Mother Tongue, Filipino
English in English to Tongue, Tongue, and English
teaching facilitate Filipino and Filipino and in teaching and
and teaching English to English to learning to
learning and facilitate improve facilitate the
learning. teaching teaching and learners’
language,
and learning, as
cognitive and
learning. well as to
academic
develop the
development and
learners’
to foster pride of
pride of their their language,
language, heritage and
heritage and culture.
culture.
Strand 1.7 1.7.1 1.7.2 Use 1.7.3 Display 1.7.4 Exhibit
Classroom Demonstrate effective a wide range exemplary
communic an verbal and of effective practice in the
ation understanding non-verbal verbal and use of effective
of the range verbal and non-
strategies classroom non-verbal
of verbal and verbal
communicat classroom
non-verbal classroom
ion communicati communication
classroom strategies to on strategies strategies to
communicatio support to support support
n strategies learner learner learner
that support
understandi understandin understanding,
learner participation,
ng, g,
understanding engagement
participatio participation,
, and
n, engagement
participation, achievement in
engagement engagement and
different
and and achievement.
learning
achievement. achievemen
contexts.
t.
Domain 2. Learning Environment

Domain 1 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 Proficient Highly Distinguished
Teachers Teachers Proficient Teachers
Teachers
Strand 2.1 2.1.1 2.1.2 2.1.3 Exhibit 2.1.4 Apply
Learner Demonstrate Establish effective comprehensi
safety and knowledge safe and strategies ve
security of policies, secure that ensure knowledge
guidelines learning safe and of and act as
and environment secure a resource
procedures s to enhance learning person for,
that provide learning environment policies,
safe and through the s to enhance guidelines
secure consistent learning and
learning implementat through the procedures
environment ion of
s. policies,
guidelines
and consistent that relate to
procedures. implementat the
ion of implementat
policies, ion of safe
guidelines and secure
and learning
procedures. environment
s for
learners.
Strand 2.2 2.2.1 2.2.2 2.2.3 Exhibit 2.2.4
Fair learning Demonstrate Maintain effective Advocate
environment understandi learning practices to and facilitate
ng of environment foster the use of
learning s that learning effective
environment promote environment practices to
s that fairness, s that foster
promote respect and promote learning
fairness, care to fairness, environment
respect and encourage respect and s that
care to learning. care to promote
encourage encourage fairness,
learning. learning. respect and
care to
encourage
learning.
Strand 2.3 2.3.1 2.3.2 2.3.3 Work 2.3.4 Model
Managemen Demonstrate Manage with exemplary
t of knowledge classroom colleagues to practices in
classroom of managing structure to model and the
structure classroom engage share management
and structure learners, effective of classroom
activities that engages individually techniques structure
learners, or in groups, in the and
individually in management activities,
or in groups, meaningful of classroom and lead
in exploration, structure to colleagues at
meaningful discovery engage the whole-
exploration, and hands- learners, school level
discovery on activities individually to review
and hands- within a or in groups, and evaluate
on activities range of in their
physical meaningful practices.
exploration,
within the learning discovery
available environment and hands-
physical s. on activities
learning within a
environment range of
s. physical
learning
environment
s.
Strand 2.4 2.4.1 2.4.2 2.4.3 Work 2.4.4
Support for Demonstrate Maintain with Facilitate
learner understandi supportive colleagues to processes to
participation ng of learning share review the
supportive environment successful effectiveness
learning s that strategies of the
environment nurture and that sustain school’s
s that inspire supportive learning
nurture and learners to learning environment
inspire participate, environments to nurture
that nurture
learner cooperate and inspire
and inspire
participation and learner
learners to
. collaborate participation
participate,
in continued .
cooperate
learning. and
collaborate in
continued
learning.
Strand 2.5 2.5.1 2.5.2 Apply a 2.5.3 Model 2.5.4 Lead
Promotion Demonstrate range of successful and
of purposive knowledge successful strategies empower
learning of learning strategies and support colleagues in
environment that colleagues in promoting
s that maintain promoting learning
motivate learning learning environments
learners to environment environments that
work s that that effectively
productively motivate effectively motivate
motivate learners to
by assuming learners to
learners to achieve
responsibilit work
work quality
y for their productively
productively outcomes by
own by assuming
by assuming assuming
learning. responsibilit responsibility responsibility
y for their for their own for their own
own learning. learning.
learning.
Strand 2.6 2.6.1 2.6.2 2.6.3 Exhibit 2.6.4 Provide
Managemen Demonstrate Manage effective and leadership in
t of learner knowledge learner constructive applying a
behavior of positive behavior behavior wide range
and non- constructivel management of strategies
violent y by applying skills by in the
discipline to positive and applying implementat
ensure non-violent positive and ion of
learning- discipline to non-violent positive and
focused ensure discipline to non-violent
environment learning- ensure discipline
s. focused learning- policies/
environment focused procedures
s. environment to ensure
s. learning-
focused
environment
s.
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 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 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 Proficient Highly Distinguished
Teachers Teachers Proficient Teachers
Teachers
Strand 3.1 3.1.1 3.1.2 Use 3.1.3 Work 3.1.4 Lead
Learners’ Demonstrate differentiate with colleagues to
gender, knowledge d, colleagues to evaluate
needs, and development share differentiated
differentiated, strategies to
strengths, understandi ally
developmenta enrich
interests and ng of appropriate
lly teaching
experiences differentiate learning appropriate
d teaching to experiences practices that
opportunities
suit the to address address
to address
learners’ learners’ learners’
learners’
differences in
gender, gender, differences in
gender,
gender,
needs, needs,
needs, needs,
strengths, strengths,
strengths, strengths,
interests and interests and
interests and interests and
experiences experiences experiences
experiences
Strand 3.2 3.2.1 3.2.2 3.2.3 Exhibit 3.2.4 Model
Learners’ Implement Establish a a learner- exemplary
linguistic, teaching learner- centered teaching
cultural, strategies centered culture that strategies
socio- that are culture by promotes that
economic responsive using success by recognize
and religious to the teaching using and affirm
backgrounds learners’ strategies effective diverse
linguistic, that respond teaching linguistic,
cultural, to their strategies cultural,
socio- linguistic, that respond socio-
economic cultural, to their economic
and religious socio- linguistic, and religious
backgrounds economic cultural, backgrounds
and religious socio- to promote
backgrounds economic learner
and religious success.
backgrounds
Strand 3.3 3.3.1 Use 3.3.2 Design, 3.3.3 Assist 3.3.4 Lead
Learners strategies adapt and colleagues to colleagues in
with responsive implement design, designing,
disabilities, to learners teaching adapt and adapting and
giftedness with strategies implement implementin
and talents disabilities, that are teaching g teaching
giftedness responsive strategies strategies
and talents. to learners that are that are
with responsive responsive
disabilities, to learners to learners
giftedness with with
and talents. disabilities, disabilities,
giftedness giftedness
and talents. and talents.
Strand 3.4 3.4.1 3.4.2 Plan 3.4.3 3.4.4 Model
Learners in Demonstrate and deliver Evaluate a range high
difficult understandi teaching with level skills
circumstanc ng of the strategies colleagues responsive
es special that are teaching to the
educational responsive strategies special
needs of to the that are educational
learners special responsive needs of
difficult educational to the learners in
circumstance needs of special difficult
s, including: learners in educational circumstance
geographic difficult needs of s, including:
isolation; circumstance learners geographic
chronic s, including: difficult isolation;
illness; geographic circumstance chronic
isolation; s, including: illness;
chronic geographic displacemen
illness; isolation; t due to
displacemen displacemen chronic armed
t due to t due to illness; conflict,
armed armed displacemen urban
conflict, conflict, t due to resettlemen
urban urban armed t or
resettlemen resettlemen conflict, disasters;
t or t or urban child abuse
disasters; disasters; resettlemen and child
child abuse child abuse t or labor
and child and child disasters; practices.
labor labor child abuse
practices. practices. and child
labor
practices.
Strand 3.5 3.5.1 3.5.2 Adapt 3.5.3 3.5.4 Show
Learners Demonstrate and use Develop and comprehensi
from knowledge culturally apply ve skills in
indigenous of teaching appropriate teaching delivering
group strategies teaching strategies to culturally
that are strategies to address appropriate
inclusive of address the effectively teaching
learners needs of the needs of strategies to
from learners learners address
indigenous from from effectively
group. indigenous indigenous the needs of
group. group. learners
from
indigenous
group.
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 the 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 Proficient Highly Distinguished
Teachers Teachers Proficient Teachers
Teachers
Strand 4.1 4.1.1 4.1.2 Plan, 4.1.3 4.1.4 Model
Planning and Prepare manage and Develop and exemplary
managemen development implement apply practice and
t of teaching ally development effective lead
and learning sequenced ally strategies in colleagues in
enhancing
process teaching and sequenced the planning
current
learning teaching and and
practices in
process to learning management the planning
meet process to of and
curriculum meet development management
requirement curriculum ally of
s. requirement sequenced developmenta
s and varied teaching and lly sequenced
teaching learning teaching and
contexts. process to learning
process.
meet
curriculum
requirement
s and varied
teaching
contexts.
Strand 4.2 4.2.1 Identify 4.2.2 Set 4.2.3 Model 4.2.4 Exhibit
Learning learning achievable to colleagues high-level
outcomes outcomes and the setting skills and
aligned with that are appropriate of achievable lead in
learning aligned with learning and setting
competencie learning outcomes challenging achievable
s competencie that are learning and
s. aligned with outcomes challenging
learning that are learning
competencie aligned with outcomes
that are
s. learning
aligned with
competencie
learning
s to cultivate
competencie
of excellence
s towards the
for all cultivation of
learners. a culture of
excellence for
all.
Strand 4.3 4.3.1 4.3.2 Adapt 4.3.3 Work 4.3.4 Provide
Relevance Demonstrate and collaborative advice in the
and knowledge implement ly with design and
responsiven in the learning colleagues to implementat
ess of implementat programs evaluate the ion of
learning ion of that ensure design of relevant and
programs relevant relevance learning responsive
and and programs learning
responsive responsivene that programs
learning ss to the develop the that develop
programs. needs of all knowledge the
learners. and skills of knowledge
learners at and skills of
different learners at
ability levels. different
ability levels.
Strand 4.4 4.4.1 Seek 4.4.2 4.4.3 Review 4.4.4 Lead
Professional advice Participate in with the colleagues in
collaboratio concerning collegial colleagues, professional
n to enrich strategies discussions teacher and discussions
teaching that can that use learner to plan and
practice enrich teacher and feedback to implement
teaching learner plan, strategies
practice. feedback to facilitate and that enrich
enrich enrich teaching
teaching teaching practice.
practice. practice.
Strand 4.5 4.5.1 Show 4.5.2 Select, 4.5.3 Advise 4.5.4 Model
Teaching skills in the develop, and guide exemplary
and learning selection, organize and colleagues in skills and
resources development use selection, lead
including ICT and use of a appropriate organization colleagues in
variety of teaching and development the
teaching and learning and use of development
learning resources, appropriate and
resources, including ICT, teaching and evaluation of
including ICT, to address learning teaching and
to address learning resources, learning
learning goals. including ICT, resources,
goals. to address including ICT,
specific for use
learning within and
goals. beyond the
school.
Domain 5. Assessment and Reporting

Domain 5 relates to processes associated
with a variety of assessment tools and
strategies used by teachers in monitoring,
evaluating, documenting and reporting
learners’ needs, progress and achievement.
This Domain concerns the use of assessment
data in a variety of ways to inform and
enhance the teaching and learning process
and programs. It concerns teachers
providing learners with the necessary
feedback about learning outcomes.
This feedback informs the reporting cycle and
enables teachers to select, organize and use
sound assessment processes.
 Strands Beginning Proficient Highly Distinguishe
Teachers Teachers Proficient d Teachers
Teachers
Strand 5.1 5.1.1 5.1.2 5.1.3 Work 5.1.4 Lead
Design, Demonstrate Design, collaborative initiatives in
selection, knowledge of select, ly with the
organization the design, organize and colleagues evaluation of
and selection, use to review assessment
utilization of organization diagnostic, the design, policies and
assessment and use of formative selection, guidelines
strategies diagnostic, and organization that relate to
formative summative and use of a the design,
and assessment range of selection,
summative strategies effective organization
assessment consistent diagnostic, and use of
strategies with formative effective
curriculum and diagnostic,
requirement summative formative
consistent assessment and
with strategies summative
curriculum consistent assessment
requirement. with strategies
curriculum consistent
requirement. with
curriculum
requirement.
Strand 5.2 5.2.1 5.2.2 5.2.3 5.2.4 Provide
Monitoring Demonstrate Monitor and Interpret advice on,
and knowledge evaluate collaborative and mentor
evaluation of learner ly colleagues in
of learner monitoring progress and monitoring the effective
progress and and achievement and analysis and
achievement evaluation of using learner evaluation use of
learner attainment strategies of learner
progress and data. attainment attainment
achievement data to data.
using learner support
attainment learner
data. progress and
achievement
.
Strand 5.3 5.3.1 5.3.2 5.3.3 Use 5.3.4 Exhibit
Feedback to Demonstrate Use effective exemplary
improve knowledge strategies for strategies for skills and lead
learning of providing providing providing initiatives to
timely, timely, timely, support
colleagues in
accurate and accurate and accurate and
applying
constructive constructive constructive
strategies that
feedback to feedback to feedback to effectively
improve improve encourage provide
learner learner learners to timely,
performance performance reflect on accurate and
. . and improve constructive
their own feedback to
learning. learners to
improve
learning
achievement.
Strand 5.4 5.4.1 5.4.2 5.4.3 Apply 5.4.4 Share
Communicati Demonstrate Communicat skills in the with
on of learner familiarity e promptly effective colleagues a
needs, with a range and clearly communicati wide range
progress and of strategies the learners’ on of learner of strategies
achievement for needs, needs, that ensure
to key communicati progress and progress and effective
stakeholders ng learner achievement achievement communicati
needs, to key to key on of learner
progress and stakeholders, stakeholders, needs,
achievement including including progress and
. parents/ parents/ achievement
guardians. guardians. to key
stakeholders,
including
parents/
guardians.
Strand 5.5 5.5.1 5.5.2 5.5.3 Work 5.5.4 Lead
Use of Demonstrate Utilize collaborative colleagues to
assessment an assessment ly with explore,
data to understandi data to colleagues to design and
enhance ng of the inform the analyze and implement
teaching and role of modification utilize effective
learning assessment of teaching assessment practices and
practices data as and learning data to programs
and feedback in practices and modify using
programs teaching and programs. practices and information
learning programs to derived from
practices and further assessment
programs. support data.
learner
progress and
achievement
.
Domain 6. Community Linkages and
Professional Engagement

Domain 6 affirms the role of teachers in
establishing school-community partnerships
aimed at enriching the learning environment,
as well as the community’s engagement in the
educative process. This Domain expects
teachers to identify and respond to
opportunities that link teaching and learning
in the classroom to the experiences,
interests and aspirations of the wider school
community and other key stakeholders. It
concerns the importance of teachers’
understanding and fulfilling their obligations
in upholding professional ethics,
accountability and transparency to promote
professional and harmonious relationships
with learners, parents, schools and the wider
community.
 Strands Beginning Proficient Highly Distinguishe
Teachers Teachers Proficient d Teachers
Teachers
Strand 6.1 6.1.1 6.1.2 6.1.3 Reflect 6.1.4 Model
Establishmen Demonstrat Maintain and evaluate exemplary
t of learning e an learning learning practice and
environment understandi environment environment empower
s that are ng of s that are s that are colleagues to
responsive to knowledge responsive responsive establish and
community of learning to to maintain
contexts environment community community effective
s that are contexts. contexts. learning
responsive environment
to s that are
community responsive to
contexts. community
contexts.
Strand 6.2 6.2.1 Seek 6.2.2 6.2.3 Guide 6.2.4 Lead in
Engagement advice Build colleagues to consolidating
of parents concerning relationships strengthen networks
and the strategies with relationships that
wider school that build parents/ with strengthen
community relationships guardians parents/ relationships
in the with and the guardians with
educative parents/ wider and the parents/
process guardians community wider school guardians
and the to facilitate community and the
wider involvement to maximize wider school
community. in the their community
educative involvement to maximize
process. in the their
educative involvement
process. in the
educative
process.
Strand 6.3 6.3.1 6.3.2 Review 6.3.3 Discuss 6.3.4 Lead
Profession Demonstrate regularly with colleagues colleagues in
al ethics awareness of personal teaching and the regular
existing laws teaching learning review of
and practice using practices that existing
regulations existing laws apply existing codes, laws
that apply to and codes, laws and and
the teaching regulations regulations regulations
profession, that apply to that apply to that apply to
and become the teaching the teaching the teaching
profession and
familiar with profession profession,
the
the and the and the
responsibilities
responsibiliti responsibiliti responsibiliti
specified in the
es specified es specified es specified
Code of Ethics
in the Code in the Code of for Professional in the Code of
of Ethics for Ethics for Teachers. Ethics for
Professional Professional Professional
Teachers. Teachers. Teachers.
Strand 6.4 6.4.1 6.4.2 Comply 6.4.3 Exhibit 6.4.4
School Demonstrate with and commitment Evaluate
policies and knowledge implement to and existing
procedures and school support school
understandi policies and teachers in policies and
ng of school procedures the procedures
policies and consistently implementati to make
procedures to foster on of school them more
to foster harmonious policies and responsive
procedures
harmonious relationships to the needs
to foster
relationship with of the
harmonious
with the learners, learners,
relationships
wider school parents and parents and
with learners,
community. other other
parents and
stakeholders. other stakeholders.
stakeholders.
Domain 7. Personal Growth and Professional
Development

Domain 7 focuses on teachers’ personal
growth and professional development. It
accentuates teachers’ proper and high
personal regard for the profession by
maintaining qualities that uphold the dignity
of teaching such as caring attitude, respect
and integrity. This Domain values personal
and professional reflection and learning to
improve practice.
It recognizes the importance of teachers’
assuming responsibility for personal growth
and professional development for lifelong
learning.
 Strands Beginning Proficient Highly Distinguished
Teachers Teachers Proficient Teachers
Teachers
Strand 7.1 7.1.1 7.1.2 Apply 7.1.3Manifest a 7.1.4 Model
Philosophy Articulate a a personal learner- a learner-
of teaching personal philosophy centered centered
philosophy of teaching teaching teaching
of teaching that is philosophy in philosophy
that is learner- various aspects through
learner- centered. of practice and teaching
centered. support practices
colleagues in that
enhancing their stimulate
own learner- colleagues to
centered engage
teaching further
philosophy. professional
learning.
Strand 7.2 7.2.1 7.2.2 Adopt 7.2.3 Identify 7.2.4 Act as
Dignity of Demonstrate practices and utilize a role model
teaching as a behaviors that uphold personal and
profession that uphold the dignity professional advocate for
the dignity of teaching strengths to upholding
of teaching as a uphold the the dignity
as a profession dignity of of teaching
profession by exhibiting teaching as a as a
by exhibiting qualities profession to profession to
qualities such as help build a build a
such as caring positive positive
caring attitude, teaching and teaching and
attitude, respect and learning learning
respect and integrity. culture culture
integrity. within the within and
school. beyond the
school.
Strand 7.3 7.3.1 Seek 7.3.2 7.3.3 7.3.4 Take a
Professional opportunitie Participate in Contribute leadership
links with s to establish professional actively to role in
colleagues professional networks to professional supporting
links with share networks colleagues’
colleagues. knowledge within and engagement
and to between with
enhance schools to professional
practice. improve networks
knowledge within and
and to across
enhance schools to
practice. advance
knowledge
and practice
in identified
areas of
need.
Strand 7.4 7.4.1 7.4.2 7.4.3 Initiate 7.4.4
Professional Demonstrate Develop a professional Demonstrate
reflection an personal reflections leadership
and learning understandi professional and promote within and
to improve ng of how improvemen learning across school
practice professional t plan based opportunitie contexts in
reflection on reflection s with critically
and learning of one’s colleagues to evaluating
can be used practice and improve practice and
to improve ongoing practice. setting
practice. professional clearly
learning. defined
targets for
professional
development
.
Strand 7.5 7.5.1 7.5.2 Set 7.5.3 Reflect 7.5.4 Lead
Professional Demonstrate professional on the reforms in
developmen motivation development Philippine enhancing
t goals to realize goals based Professional professional
professional on the Standards development
development Philippine for Teachers programs
goals based Professional to plan based on an
on the Standards personal in-depth
Philippine for Teachers. professional knowledge
Professional development and
Standards goals and understandi
for Teachers. assist ng of the
colleagues in Philippine
planning and Professional
achieving Standards
their own for Teachers.
goals.