2. Domain 4 Curriculum
Refers to elements of the teaching-learning
process to help students understand the
curricular goals and objectives, to attain high
standards of learning defined in the
curriculum.
Elements include: the teacher’s knowledge of
subject matter and learning process, teaching-
learning approaches and activities,
instructional materials and learning resources.
7 Strands of Desired Teaching Performance
22 Performance indicators
3. Strand 4.1: Demonstrates mastery
of the subject
Specific Questions for the Teacher:“ “Can I
clearly and accurately explain the goals,
procedures, and content involved in the
lessons?”
Specific Questions for the Teacher:
1. “Can I clearly and accurately explain the goals,
procedures, and content involved in the lessons?”
2. “Can I clearly and meaningfully show the
relationships between the different lessons in the
subject?”
4. 3. “Can I design learning activities and
assessment procedures that are truly aligned with
the important objectives of the lessons?”
4. “Can I present the subject matter in meaningful
and relevant ways that engage the students’
interest and motivation to learn?”
5. Performance Indicator
1. Delivers accurate and updated content
knowledge using appropriate methodologies,
approaches and strategies
2. Integrates language, literacy and
quantitative skill development and values in
his/her subject area
3. Explain learning goals, instructional
procedures and content clearly and accurately
to students
4. Links the current content with past and
future lessons
6. 5. Aligns with lesson objectives the teaching
methods, learning activities and instructional
materials or resources appropriate to learners
6. Creates situations that encourage learners to
use high order thinking skills
7. Engages and sustains learners’ interest in the
subject by making content meaningful and
relevant to them.
8. Integrates relevant scholarly works and ideas to
enrich the lesson as needed.
9. Integrates content of subject area with other
discipline.
7. Strand 4.2: Communicates clear learning
goals for the lessons that are appropriate for
learners
Key Question for the Teacher:
“Can my students see and appreciate the value of
the curricular goals and objectives I have set for
the different lessons in my class?”
Specific Questions for the Teacher:
1. “Am I clear about what my learning goals are
for my different students?”
2. “Do my students understand the learning goals
that I have set for them?”
3. “Do the students adopt the learning goals I
have set for the lesson as their own goals in my
class?”
9. Strand 4.3: Makes good use of
allotted instructional time
Key Question for the Teacher:
“Am I able to help my students attain all the curricular
goals within the time provided in the school
calendar?”
Specific Questions for the Teacher:
1. “Do I design lessons that would allow various
learning objectives to be addressed in an efficient and
meaningful fashion?”
2. “Do I establish routines and procedures to allow my
students to engage the different learning activities
efficiently?”
3. “Do I plan lessons in ways that consider the amount
of time students need to effectively attain the learning
goals of the lessons?”
10. Performance Indicator
1 .Establishes routines and procedures to
maximize instructional time.
2. Plans lessons to fit within available
instructional time.
11. Strand 4.4: Selects teaching methods, learning
activities and instructional materials or resources
appropriate to learners and aligned to the
objectives of the lesson
Key Question for the Teacher:
“Do I use teaching-learning activities and learning
resources efficiently to challenge my students to
meet high levels of mastery and understanding of
curricular objectives?”
Specific Questions for the Teacher:
1. “Do I plan for and implement a variety of
appropriate teaching-learning activities to help my
diverse students attain the curricular goals?”
12. 2. “Do I plan for and use varied instructional
materials and learning resources to help my
diverse students attain the objectives of the
lessons?”
3. “Am I able to align the activities and available
learning resources with my students learning
styles, goals, and other differences?”
13. Performance Indicator
1. Translate learning competencies to instructional
objectives.
2. Selects, prepares and utilizes instructional
materials appropriate to the learners and to the
learning goals.
3. Provides activities and uses materials which fits the
learners’ learning styles, goals and culture.
4. Uses a variety of teaching approaches and
techniques appropriate to the subject matter and the
learners.
5. Utilizes information derived from assessment to
improve teaching and learning.
6. Provides activities and uses materials which
involves the students to meaningful learning.
14. Strand 4.5. Teacher recognizes general learning
processes as well as unique processes of
individual learners
Performance Indicators:
1. Design and utilizes teaching methods that take
into account the learning process.
15. Strand 4.6. Teacher promotes
purposive study
Performance Indicator:
1. Cultivates good study habits through
appropriate activities and projects
16. Strand 4.7. Teacher demonstrates skills in the use
of information and communication technology in
teaching and learning.
Performance Indicator:
1. Utilizes Information and Communication
Technology to enhance teaching and learning
17. Domain 5: Planning, Assessing and
Reporting The domain of Planning,
Assessing and Reporting
refers to the aligned use of assessment and
planning activities
To ensure that the teaching-learning activities
are maximally appropriate to the students’
current knowledge and learning levels.
In particular, the domain focuses on the use of
assessment data to plan and revise teaching-
learning plans, as well as the integration of
formative assessment procedures in the plan
and implementation of teaching-learning
activities.
18. Strand 5.1: Communicates promptly and clearly to
learners, parents, and superiors about the progress of
learners.
Key Question for the Teacher:
“Do I provide my stakeholders (learners, parents and
superiors) timely and accurate information about my
students’ learning progress?”
Specific Questions for the Teacher:
1. “Do my students know about their own progress
and attainment of the learning goals in my class?”
2. “Do the parents of my students get regular and
accurate feedback on their children’s progress in my
class?”
3. “Do my superiors in school know about the general
progress of the students in my class in relation to the
curriculum goals?”
19. Performance Indicators:
1. Shows proof of instructional planning.
2. Implements instruction as plan
3. Demonstrate ability to cope with varied
teaching milieu
20. Strand 5.2: Develops and uses a variety of
appropriate assessment strategies to monitor and
evaluate learning.
Key Question for the Teacher:
“Do I assess my students’ learning and
knowledge using appropriate educational
assessment procedures, and use the information
from these assessment procedures in planning
my teaching-learning activities for the students?”
Specific Questions for the Teacher:
1. “Do I use effective and appropriate educational
assessment procedures to determine whether my
students are learning during the different parts of
the teaching-learning activities?”
21. 2. “Do I use a variety of educational assessment
procedures to determine whether my students are
learning?”
3. “Do I use the results of the various educational
assessment procedures to guide how I plan,
implement, and revise the teaching-learning
activities I prepare for my students?”
22. Performance Indicator
1. Prepares formative and summative e test in
line with the curriculum.
2. Employs non-traditional assessment
techniques.
3. Interprets and uses assessment results to
improve teaching and learning.
4. Identifies teaching-learning difficulties and
possible causes and takes appropriate action
to address them.
5. Uses tools for assessing authentic learning.
23. Strand 5.3: Monitors regularly and provides
feedback on learners’ understanding of
content
Key Question for the Teacher:
“Do I provide regular feedback to each student
about their level of learning?”
Specific Questions for the Teacher:
1. “Do I have regular assessment procedures to
track each student’s level of learning?”
2. “Do I keep accurate records of each student’s
progress and level of learning?”
3. “Do I provide appropriate and timely feedback
for students to help them monitor their own
learning?
24. Performance Indicators
1. Provides timely and accurate feedback to
learners to encourage them to reflect on and
monitor their own learning growth.
2. Keeps accurate records of
grades/performance levels of learners.
3. Conducts regular meetings with learners
and parents to report learners’ progress.
4. Involves parents to participate in school
activities that promotes learning.
25. Domain 6: Community Linkages
The domain of Community Linkages focuses
on the ideal that school activities are
meaningfully linked to the experiences and
aspirations of the students in their homes and
communities.
Thus the domain focuses on teachers’ efforts
directed at strengthening the links between
school and community activities, particularly
as these links help in the attainment of the
curricular objectives.
26. Strand 6.1: Establishes learning
environments that respond to the
aspirations of the community
Key Question for the Teacher:
“Are the goals and characteristics of the teaching-
learning activities I implement relevant to the
experiences, values and aspirations in my
students’ communities?”
Specific Questions for the Teacher:
1. “Can my students see how the goals and
activities in school relate to the values and
aspirations in their homes and communities?”
27. 2. “Do I draw from resources, ideas, and
activities from my students’ communities in my
teaching learning activities?”
3. “Do I try to involve members of the
community in supporting the learning goals of
my classes?”
28. Performance Indicators
1. Involves community in sharing accountability for
the learners’ achievements.
2. Uses community resources to support learning.
3. Uses the community as a laboratory for
learning.
4. Participates in community activities that
promote learning.
5. Uses community networks to publicize school
events and achievements.
6. Encourages students to apply classroom
learning to the community.
29. Domain 7: Personal Growth and
Professional Development
The domain of Personal Growth and
Professional Development emphasizes the
ideal that teachers value having a high
personal regard, concern for professional
development, and continuous improvement as
teachers.
30. Strand 7.1: Takes pride in the
nobility of teaching as a profession.
Key Question for the Teacher:
“Do my actions and statements indicate a high
regard for the teaching profession and for my
continuous development as a professional
teacher?”
Specific Questions for the Teacher:
1. “Can my colleagues see in my actions and
statements how I value my profession as a
teacher?”
2. “Do I take systematic steps to ensure that I
continuously improve myself as a professional
teacher?”
3. “Am I enthusiastic about my responsibilities as
31. Performance Indicators:
1. Maintains stature and behavior that upholds the
dignity of teaching.
2. Allocates time for personal and professional
developments through participation in educational
seminars and workshops, reading educational
materials regularly and engaging in educational
research.
3. Manifest personal qualities such as
enthusiasm, flexibility and caring.
4. Articulates and demonstrate one’s personal
philosophy of teaching.
32. Strand 7.2: Builds professional links
with colleagues to enrich teaching
practice
Key Question for the Teacher:
“Do I try to learn from other colleagues in the
teaching profession to improve my teaching
practice?”
Specific Questions for the Teacher:
1. “Do I engage other teachers in my school in
discussions to improve our teaching practices?”
2. “Do I participate in some professional teacher
organizations that aim to improve teaching
practice?”
3. “Can I say that I am well-informed about recent
developments in education?
33. Performance Indicators
1. Keeps abreast with recent developments in
education.
2. Links with other institutions, organizations
for sharing best practices.
34. Strand 7.3: Reflects on the extent
of the attainment of learning goals
Key Question for the Teacher:
“Am I aware of the extent to which my practices
as a teacher influence my students’ attainment of
the learning goals?”
Specific Questions for the Teacher:
1. “Do I recognize the strong and weak aspects of
my teaching that may or may not help my
students learning?
2. “Do I feel responsible for the level of learning
and achievement of my students?
3. “Do I try to improve my teaching so that my
students can learn more?”
35. Performance Indicators
1. Reflects on the quality of his/her own
teaching.
2. Improves teaching performance based on
feedback from students, peers and superiors
and cooperating teachers.
3. Accepts personal accountability to learners’
achievement and performance.
4. Uses self-evaluation to recognize and
enhance one’s strengths and correct one’s
weakness.
