Teachers in Philippine schools are committed to providing high-quality classroom instruction and ensuring student learning outcomes. They are dedicated to serving students and communities while accounting for cultural diversity. The document discusses the 7 domains of teaching performance: social regard for learning; learning environment; diversity of learners; curriculum; planning, assessing, and reporting; community linkages; and personal growth and professional development. Each domain contains several strands that define the desired teaching skills and responsibilities.

1. PED 117 (FS4- EXPLORING THE CURRICULUM
GROUP NO. 2/ FACILITATOR NO.2
Facilitators: Bibas, Henry M.
Bravo, Kandee
Biteng, Mhaurine
Chong, Monica Sia Peng
Darunday, Clysseieen Faith
De Leon, Weenzelmar
Dela Cruz, Ace
Torres, Jeric

2. DOMAIN 4: CURRICULUM

3. Teachers in all Philippine schools are committed and
accountable for providing classroom instruction with results
that are manifested in high performance levels in terms of
student learning outcomes. Teachers are dedicated to the well-
being of the students and communities they serve, taking into
account their cultural diversity, group aspirations and what is
valued in education.

5. 7 Domains
Domain 1
Social
Regard for
Learning
Domain 2
The Learning
Environment
Domain 7
Personal
Growth and
Professional
Development
Domain 5
Planning,
Assessing
and
Reporting
Domain 3
Diversity of
Learners
Domain 6
Community
Linkages
Domain 4
Curriculum
Definition Definition DefinitionDefinition DefinitionDefinitionDefinition
Strands
Strand 1
Strand 2
Strands StrandsStrandsStrand Strands Strand
Strand 1
Strand 2
Strand 3
Strand 4
Strand 5
Strand 1 Strand 1
Strand 2
Strand 4
Strand 3
Strand 5
Strand 7
Strand 6
Strand 1
Stand 2
Strand 3
Strand 4
Strand 1
Strand 3
Strand 2
Strand 1

6. To understand how the seven
domains comprise an integrated whole,
it would help to see the seven domains
as falling under two broad categories:
•the middle domains 2, 3, 4, 5, and 6
[the shaded areas] represent standards
referring to “The Teacher as Facilitator
of Learning,”
•whereas the two outer domains 1 and
7 [the unshaded areas]
represent standards
referring to
“The Teacher as Learner.”
DOMAIN 4: CURRICULUM

7. MIDDLE DOMAINS
The middle domains can further
be divided into two sub-categories:
•the innermost domains 3, 4, and 5 [the
darker shaded areas] represent the
specific teacher practices related to the
technical aspects of the teaching-
learning processes; and
•whereas the other domains 2 and 6
[the lighter shaded areas]
represent the specific
teacher practices that
embed the learning
process in appropriate
contexts.
DOMAIN 4: CURRICULUM

8. OUTERMOST DOMAINS
On the other hand, the two
outermost domains represent the
important teacher practices that relate
to the teacher as learner.
•Domain 1 represents the ideal that the
teacher serves as a model of all the
positive values associated with learning;
and
• Domain 7 represents the
behaviors that
demonstrate the teachers’
actual aspirations to
continue learning as a
professional teacher.
DOMAIN 4: CURRICULUM

9. • These two domains are not distinct and separate from those
five domains related to facilitating learning. Instead, the
teachers’ personal demonstration of the values and activities
of learning make the teachers more credible and effective
facilitators of learning in students.
• Indeed, domains 1 and 7 can be domains that fuel and drive
teacher development in the other five domains.

10. DOMAIN 1
SOCIAL REGARD FOR LEARNING
-acts as a positive role model for students.
The domain of social regard for learning focuses on the ideal
that the teachers serve as positive and powerful role models of the
values on the pursuit of learning and of the effort to learn, and that the
teachers actions, statements, and different types of social interactions
with students exemplify this ideal.
Have a deep and principled understanding of the learning
processes and the role of the teacher in facilitating these
processes in their students.

11. Strands Of Desired Teaching Performance
1. Teacher’s actions demonstrate value for learning.
- Implements school policies and procedures.
- Demonstrates punctuality.
- Maintains appropriate appearance.
-Is careful about the effect of one’s behavior on students.
2. Demonstrates that learning is of different kinds and from
different sources.
-Makes use of various learning experiences and resources.

12. DOMAIN 2
LEARNING ENVIRONMENT
The domain of Learning Environment focuses on
importance of providing for a social, psychological and
physical environment within which all students, regardless
of their individual differences in learning.

13. Strands of Desired Teaching Performance
1. Creates an environment that promotes fairness.
- Maintains a learning environment of courtesy and respect for different
learners.
-Provides gender-fair opportunities for learning.
-Recognize that every learner has strengths.
2. Makes the classroom environment safe and conducive to
learning.
-Maintains a safe, clean and orderly classroom free from
distractions.
-Arranges challenging activities given by the physical
environment.
-Uses individual and co-operative learning activities to improve
capacities of learner’s for higher learning.

14. 3. Communicates higher learning expectations to each learner.
- Encourage learners to ask questions.
- Provides learners with a variety of learning experiences.
- Provides varied enrichment activities to nurture the desire for
further learning.
- Communicates and maintains high standards of learning performance.
4. Establishes and maintain consistent standards of learners’
behavior.
- handles behavior problems quickly and due respect to children’s
rights.
- Gives timely feedback to reinforce appropriate to learners’
behavior.
- Guides individual learners requiring development of appropriate
social and learning behavior.

15. 5. Creates a healthy psychological climate for learning.
- Encourage free expression of ideas from students.
- Creates stress-free environment.
- Takes measure to minimize anxiety and fear of the
teacher and/or subject.

16. DOMAIN 3
DIVERSITY OF LEARNERS
The domain of Diversity of Learners emphasizes the ideal
that teachers can facilitate the learning process in diverse
learners by first recognizing and respecting individual
differences, then using knowledge about students’ differences to
design sets of learning activities to ensure that all students can
attain desired learning goals.

17. Strand of Desired Teaching Performance
1. Determines, understands, and accepts the learners’
diverse background knowledge and experience.
- Obtains information on the learning styles, multiple
intelligences and needs of learners.
- Designs or selects learning experiences suited to different
kinds of learners.
- Establishes goals that define appropriate expectations for all
learners.
- Paces lessons appropriate to needs and/or difficulties of
learners.

18. - Initiates other learning approaches for learners whose needs have
not been met by usual approaches.
- Recognizes multi-cultural background of learners when providing
opportunities.
- Adopts strategies to address needs of differently-abled students.
- Makes appropriate adjustments for learners of different socio-
economic backgrounds.

19. DOMAIN 4
THE CURRICULUM
The prospective teacher will learn all the elements of the
teaching-learning process that work in convergence to help
students understand the curricular goals and objectives, and to
attain high standards of learning defined in the curriculum. These
elements include the teacher’s knowledge of subject matter and
the learning process, teaching- learning approaches and
activities, instructional materials and learning resources.

20. Strands of Desired Teaching Performance
1. Demonstrate mastery of the subject.
- Delivers accurate and updated content knowledge using appropriate
methodologies, approaches and strategies.
- Integrates language, literacy and quantitative skill development and
values in his/her subject area.
- Explains learning goals, instructional procedures and content clearly
and accurately to students.
- Links the current content with past and future lessons.
- Aligns with lesson objectives the teaching methods, learning
activities and instructional materials or resources appropriate to
learners.
- Creates situations that encourage learners to use high order
thinking skills.

21. 2. Communicates clear learning goals for the lessons that are
appropriate for learners.
- Sets appropriate learning goals.
- Learners understand the learning goals.
3. Makes good use of allotted instructional time.
- Establishes routines and procedures to maximize instructional time .
- Plans lessons to fit within available instructional time.
4. Selects teaching methods, learning activities and
instructional materials or resources appropriate to learners
and aligned to objectives of the lesson.
- Translates learning competencies to instructional objectives.

22. - Selects, prepares and utilizes technology and other
instructional objectives.
- Provides activities and uses materials which fit the learners’
learning styles, goals and culture.
- Uses variety of teaching approaches and techniques
appropriate to the subject matter and the learners.
5. Recognizes general learning processes as well as
unique process of individual learners.
- Designs and utilizes teaching methods that take into
account the learning process.

23. 6. Promotes purposive study
- Cultivates good study habits through appropriate activities and
projects.
7. Teacher demonstrates skills in the use of information and
communication technology in teaching and learning.
- Utilizes information and communication to enhance teaching and
learning.

24. DOMAIN 5
PLANNING, ASSESSING AND REPORTING
The domain of Planning, Assessing and Reporting refers to the
alignment of assessment and planning activities. In particular, the
domain focuses on the (1) use of assessment data to plan and revise
teaching- learning plans, (2) the integration of assessment procedures
in the plan and implementation of teaching learning activities, and (3)
reporting on learner’s actual achievement and behavior.

25. Strands of Desired Teaching Performance
1. Develops and utilizes creative and appropriate instructional
plan.
- Shows proofs of instructional planning.
- Implements instruction as plan.
- Demonstrate ability to cope with varied teaching milieu.
2. Develops and uses variety of appropriate assessment
strategies to monitor and evaluate learning.
- Prepares formative and summative tests in line with curriculum.
-Employs non- traditional assessment techniques (portfolio,
journals, rubrics, etc.).
- Interprets and uses assessment results to improve
teaching and learning.

26. - Identifies teaching- learning difficulties and possible causes and
takes appropriate action to address them.
- Uses tools for assessing authentic learning.
3. Monitors regularly and provides feedback on learners
understanding of content.
- provides timely and accurate feedbacks to learners to encourage
them to reflect on and monitor their own learning growth.
- keeps accurate records of grades/performance levels of learners.
4. Communicate promptly and clearly to learners,
parents and superiors about progress of learners.
- Conducts regular meeting with learners and parents to report
learners’ progress.
- Involves parents to participate in school activities that promote
learning.

27. DOMAIN 6
COMMUNITY LINKAGE
The domain of community linkage focuses on the ideal that
classroom 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 schools and communities ,particularly as these
links help in the attainment of the curricular goals.

28. Strand of Desired Teaching Performance
1. Establishing learning environments that respond to the
aspirations of the community.
- Involves community in sharing accountability for the learners'
achievement.
- Uses community resources (human, material) to support learning.
- Uses the community as a laboratory for learning.
- Participates in community activities that promote learning.
- Uses community networks to publicize school events and
achievements.
- 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 for teaching profession, concern for professional development,
and continuous improvement as teachers.

30. Strands of Desired Teaching Performance
1. Takes pride in the nobility of teaching as a profession.
- Maintains stature and behavior that upholds the dignity of teaching.
- Allocates time for personal and professional development through.
> Participation in educational seminars and workshops.
> Reading educational materials regularly.
> Engaging in educational research.
- Manifests personal qualities such as enthusiasm, flexibility and
caring.
- Articulates and demonstrates one’s personal philosophy of
teaching.

31. 2. Builds professional links with colleagues to enrich teaching
practice.
- Keeps abreast with recent developments in education.
- Links with other institutions, organizations for sharing best practices.
3. Reflects on the extent of the attainment of professional
development goals.
- Reflects on the quality of his/her own teaching.
- Improves teaching performance based on feedback from the mentor,
students, peers and superiors and others.
- Accepts personal accountability to learners’ achievement and
performance.
- Uses self-evaluation to recognize and enhance one’s
strengths and correct one’s weaknesses.