Philippine_Professional_Standards_for_Te.pdf

Nationally-validated Version. Finalized, TEC Workshop, August 4-5 2016 © PNU and UNE

Philippine Professional Standards for Teachers 2
CONTENTS
Introduction 3
Role of teachers 3
Professionalstandardsforteachers 3
Teacherqualityinthe Philippines 4
CareerStages 7
ProfessionalStandards forTeachers 9
Glossary of Terms 24
The Philippine Professional StandardsforTeacherswas
developedthroughthe ResearchCenterforTeacherQuality
(RCTQ) withsupportfromthe AustralianGovernment.
© 2017. Departmentof Education- TeacherEducationCouncil.

INTRODUCTION
Role of teachers
Teachers play a crucial role innation building. Through quality teachers,the Philippines can develop holisticlearners who are steeped invalues,
equippedwith21st
centuryskills,andable topropel the countrytodevelopmentandprogress.Thisisinconsonance withthe Departmentof Educationvision
of p odu i g: Filipinos whopassionatelylove theircountry andwhose valuesandcompetencies enable themtorealize theirfull potential andcontribute
meani gfull to uildi g the atio DepED O de No. , s. .
Evidencesshowunequivocallythatgoodteachersare vital toraisingstudentachievement,i.e.,qualitylearningiscontingentuponqualityteaching.
Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building.
The changesbroughtaboutbyvariousnational and global frameworkssuchasthe Kto12 Reformandthe ASEAN integration,globalization,andthe
changing characterof the 21st
centurylearners necessitate improvement andadaptabilityof education,and acall forthe rethinkingof the currentteacher
standards.
Professional standards for teachers
The Philippine Governmenthasconsistentlypursuedteacherqualityreformsthroughanumberof initiatives.Asaframeworkof teacherquality,the
National Competency-BasedTeacherStandards (NCBTS) wasinstitutionalizedthroughCHEDMemorandumOrderNo.52,s.2007andDepEDOrderNo.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
considerationsof programs,suchas the BasicEducationAssistance forMindanao(BEAM),the StrengtheningImplementationof VisayasEducation(STRIVE)
project and the Third Elementary Education Project (TEEP).
The Kto12Reform (R.A.10533) in2013has changedthe landscape of teacherqualityrequirementsinthe Philippines.The reformprocesswarrants
an equivalentsupportive focusonteacherquality –highqualityteacherswhoare properlyequippedandpreparedtoassume the rolesandfunctionsof aK
to 12 teacher.

The Philippine Professional StandardsforTeachers,whichisbuiltonNCBTS, complementsthe reforminitiativesonteacherqualityfrompre-service
education toin-service training.Itarticulateswhatconstitutes teacherqualityinthe Kto12 Reformthroughwell-defineddomains,strands,andindicators
that provide measuresof professional learning,competentpractice,andeffective engagement.Thissetof standards makesexplicitwhatteachersshould
know, be able todo and value to achieve competence,improved student learningoutcomes, and eventually quality education. Itis founded onteaching
philosophiesof learner-centeredness,lifelonglearning,andinclusivity/inclusiveness,amongothers. The professional standards,therefore,becomeapublic
statementof professional accountabilitythatcanhelp teachersreflectonandassess theirownpracticesastheyaspire forpersonal growthandprofessional
development.
Teacher quality in the Philippines
The Philippine Professional StandardsforTeachersdefinesteacherqualityinthe Philippines.The standardsdescribe the expectationsof teachers’
increasinglevelsof knowledge,practice andprofessional e gage e t.Atthe sa e ti e,the sta da dsallo fo tea he s’g o i gu de sta di g,applied
with increasing sophistication across a broader and more complex range of teaching/learning situations.
The followingdescribesthe breadthof 7Domainsthatare requiredbyteacherstobe effective inthe 21st
Centuryinthe Philippines.Qualityteachers
in the Philippines need to possess the following characteristics:
 recognize the importance of masteryof contentknowledge anditsinterconnectednesswithinandacrosscurriculumareas,coupledwithasoundand
critical understandingof the applicationof theoriesandprinciplesof teachingandlearning.Theyapplydevelopmentall yappropriateandmeaningful
pedagogy grounded on contentknowledge and currentresearch. They display proficiency in MotherTongue, Filipino andEnglish to facilitate the
teaching andlearningprocess, aswell as exhibitthe needed skillsinthe use of communication strategies,teachingstrategies andtechnologiesto
promote high-quality learning outcomes.
 provide learningenvironmentsthatare safe,secure,fairandsupportive inordertopromote learnerresponsibilityandachievement.Theycreatean
environment thatislearning-focusedandtheyefficientlymanage learnerbehaviorinaphysical andvirtual space.Theyutilize arange of resources
andprovide intellectuallychallengingandstimulatingactivitiestoencourage constructive classroominteractionsgearedtowardsthe attainmentof
high standards of learning.
 establishlearningenvironmentsthatare responsive tolearnerdiversity.Theyrespect lea e s’di e se ha a te isti sa de pe ie esasi putsto
the planninganddesignof learningopportunities.Theyencourage the celebrationof diversityinthe classroomandthe needforteachingpractices
that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.

 interactwiththe national andlocal curriculumrequirements.Theytranslate curriculumcontentintolearningactivitiesthatare relevanttolearners
and based on the principles of effective teaching and learning. They apply their professional knowledge to plan and design, i ndividually or in
collaborationwithcolleagues,well-st u tu eda dse ue edlesso sthata e o te tuall ele a t, espo si e tolea e s’ eedsa di o po atea
range of teaching and learning resources. They communicate learning goals to support learner participation, understanding and achievement.
 appl a a iet of assess e ttoolsa dst ategiesi o ito i g,e aluati g,do u e ti ga d epo ti glea e s’ eeds,p ogressandachievement.
They use assessmentdata ina varietyof waysto informand enhance the teachingand learningprocess andprograms. Theyprovide learnerswith
the necessaryfeedbackaboutlearningoutcomesthatinformsthe reportingcycle andenablesteacherstoselect,organize and use soundassessment
processes.
 establish school-communit pa t e ships ai edat e i hi gthe lea i ge i o e t, as ell asthe o u it ’se gage e t i the edu ati e
process.Theyidentifyandrespondtoopportunitiesthatlinkteachingandlearninginthe classroomtothe experiences,interestsandaspirationsof
the widerschool communityandotherkeystakeholders.Theyunderstandandfulfill theirobligationsinupholdingprofessional ethics,accountability
and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community.
 value personal growthandprofessional developmentand exhibithighpersonal regardforthe professionbymaintainingqualitiesthatupholdthe
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. Lea e s’ ge de , eeds, st e gths, i te ests a d e pe ie es
2. Lea e s’ li guisti , ultu al, so io-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculumand Planning,includesfive strands:
1. Planningandmanagementof teachingandlearningprocess
2. Learningoutcomesalignedwithlearningcompetencies
3. Relevance and responsivenessof learningprograms
4. Professionalcollaborationtoenrichteachingpractice
5. TeachingandlearningresourcesincludingICT
Domain 5, AssessmentandReporting, is composedof five strands:
1. Design,selection, organizationandutilizationof assessmentstrategies
2. Monitoringandevaluationof learnerprogressandachievement
3. Feedbacktoimprove learning
4. Communicationof learnerneeds, progressandachievementtokeystakeholders
5. Use of assessmentdatato enhance teachingandlearningpracticesandprograms
Domain 6, CommunityLinkagesand Professional Engagement,consistsof fourstrands:
1. Establishmentof learningenvironmentsthatare responsive tocommunitycontext

2. Engagementof parentsandthe widerschool communityinthe educative process
3. Professionalethics
4. School policiesandprocedures
Domain 7, Personal Growth and Professional Development,containsfivestrands:
1. Philosophyof teaching
2. Dignityof teachingasa profession
3. Professionallinkswithcolleagues
4. Professionalreflectionand learningtoimprove practice
5. Professionaldevelopmentgoals
Career stages
Teacherprofessional developmenthappensinacontinuumfrombeginningtoexemplarypractice.Anchoredonthe principle of lifelonglearning,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 followingstatements,whichdefine the workof teachersatdifferentcareerstages,make explicitthe elementsof high-qualityteachingforthe
21st
century. They o p ise des ipto s that ha e ee i fo ed tea he s’ u de sta di gs of hat is e ui ed at ea h of the four Career Stages. The
descriptorsrepresentacontinuumof developmentwithinthe professionbyprovidingabasisforattracting,preparing,developingandsupportingteachers.
Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They have a strong
understandingof the subjects/areasinwhichtheyare trainedintermsof contentknowledge andpedagogy.Theypossessthe re quisite knowledge,skillsand
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 focusedteachingprogramsthatmeetcurriculumandassessmentrequirements. Theydisplay skillsinplanning, implementing,andmanaginglearning

programs. They actively engage incollaborative learningwiththe professional communityandotherstakeholders formutual growthandadvancement.They
are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.
Career Stage 3or Highly ProficientTeachers consistently display a highlevel of performance in theirteaching practice. Theymanifest anin-depth
and sophisticated understandingof the teaching and learningprocess. They have higheducation-focused situation cognition, are more adept inproblem
solving and optimize opportunities gainedfrom experience. CareerStage 3Teachers workcollaboratively with colleagues and provide them supportand
mentoring to enhance their learning andpractice. They continually seek todevelop their professional knowledge andpractice by reflectingon theirown
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
capacitytoimprove theirownteachingpractice andthatof others. Theyare recognizedasleadersineducation, contributors tothe profession andinitiators
of collaborations and partnerships. They create lifelong impact in the lives of colleagues, students and others. They consistently seek professional
advancementandrelevance inpursuitof teachingqualityandexcellence. Theyexhibitcommitmenttoinspire the educationcommunity andstakeholdersfor
the improvement of education provision in the Philippines.

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
CAREER STAGES
Career Stage 1
BeginningTeachers
BeginningTeachers have gainedthe
qualificationsrecognizedforentryinto
the teachingprofession.
Theyhave a strong understandingof
the subjects/areasinwhichtheyare
trainedintermsof contentknowledge
and pedagogy.
Theypossess the requisiteknowledge,
skillsandvaluesthatsupportthe
teachingandlearningprocess.
Theymanage learningprogramsand
have strategiesthatpromote learning
basedon the learningneedsof their
students.
Theyseekadvice fromexperienced
colleagues toconsolidate their
teachingpractice.
Career Stage 2
ProficientTeachers
ProficientTeachersare professionally
independentinthe applicationof skills
vital to the teachingandlearning
process.
They provide focusedteaching
programsthat meetcurriculumand
assessmentrequirements.
They display skillsinplanning,
implementingandmanaginglearning
programs.
They actively engage incollaborative
learningwiththe professional
community andotherstakeholders for
mutual growthand advancement.
Theyare reflectivepractitionerswho
continuallyconsolidatethe
knowledge,skillsandpractices of
CareerStage 1 teachers.
Career Stage 3
Highly ProficientTeachers
Highly ProficientTeachersconsistently
display ahighlevel of performance in
theirteachingpractice.
Theymanifestanin-depthand
sophisticated understandingof the
Theyhave higheducation-focused
situationcognition, are more adeptin
problemsolvingandoptimize
opportunities gainedfromexperience.
Theyprovide supportandmentoringto
colleagues intheirprofessional
development, aswell aswork
collaboratively withthemtoenhance
the learningandpractice potential of
theircolleagues.
Theycontinuallyseektodeveloptheir
professionalknowledge andpractice by
reflectingontheirownneeds,andthose
of theircolleaguesandstudents.
Career Stage 4
DistinguishedTeachers
Distinguished Teachersembody the
higheststandardforteachinggroundedin
global bestpractices.
They exhibitexceptionalcapacityto
improve theirownteachingpractice and
that of others.
They are recognizedasleadersin
education, contributors tothe profession
and initiatorsof collaborationsand
partnerships.
They create lifelongimpactinthe livesof
colleagues, studentsandothers.
They consistently seekprofessional
advancementandrelevance inpursuitof
teachingqualityandexcellence.
Theyexhibitcommitmenttoinspirethe
educationcommunityandstakeholders
for the improvementof education
provisioninthe Philippines.

DOMAINS/ STRANDS/INDICATORS FOR DIFFERENT CAREER STAGES
Domain 1. ContentKnowledge and Pedagogy
Domain1 recognizes the importance of tea he s’ masteryof contentknowledge anditsinterconnectedness withinandacrosscurriculumareas, coupledwithasound
and critical understandingof the application of theoriesandprinciples of teachingandlearning. ThisDomainencompasses tea he s’ abilitytoapply developmentally
appropriate andmeaningfulpedagogy groundedoncontentknowledge andcurrentresearch. Ittakesintoaccounttea he s’ proficiency inMotherTongue, Filipinoand
Englishinthe teachingandlearningprocess, aswell asneeded skillsinthe use of communicationstrategies, teachingstrategies, andtechnologies topromote high-
qualitylearningoutcomes.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 1.1
Contentknowledge andits
application withinandacross
curriculumareas
1.1.1 Demonstrate content
knowledge anditsapplication
withinand/oracrosscurriculum
teachingareas.
1.1.2 Apply knowledge of
contentwithinandacross
curriculumteachingareas.
1.1.3 Model effective
applications of content
knowledge withinandacross
1.1.4 Model exemplary
practice to improve the
applications of content
knowledge withinandacross
Strand 1.2
Research-basedknowledgeand
principles of teachingand
learning
1.2.1 Demonstrate an
understandingof research-
basedknowledgeandprinciples
of teachingandlearning.
1.2.2 Use research-based
knowledge andprinciplesof
teachingandlearningto
enhance professional practice.
1.2.3 Collaborate with
colleagues inthe conductand
application of researchtoenrich
knowledge of contentand
pedagogy.
1.2.4 Lead colleaguesinthe
advancementof the art and
science of teachingbasedon
theircomprehensive
knowledge of researchand
pedagogy.
Strand 1.3
Positive use of ICT
1.3.1 Show skillsinthe positive
use of ICT to facilitate the
1.3.2 Ensure the positive use of
ICT to facilitate the teachingand
learningprocess.
1.3.3 Promote effective
strategiesinthe positiveuse of
ICT to facilitate the teachingand
learningprocess.
1.3.4 Mentor colleagues inthe
implementation of policiesto
ensure the positive use of ICT
withinorbeyondthe school.

Strand 1.4
Strategiesforpromotingliteracy
and numeracy
1.4.1 Demonstrate knowledge
of teachingstrategiesthat
promote literacyand numeracy
skills.
1.4.2 Use a range of teaching
strategiesthatenhance learner
achievementinliteracyand
numeracyskills.
1.4.3 Evaluate withcolleagues
the effectivenessof teaching
strategiesthatpromote learner
achievementinliteracyand
numeracy.
1.4.4 Model a comprehensive
selectionof effective teaching
strategiesthatpromote
learnerachievementinliteracy
and numeracy.
Strand 1.5
Strategiesfordevelopingcritical
and creative thinking,aswell as
otherhigher-orderthinkingskills
1.5.1 Apply teachingstrategies
that developcritical and
creative thinking, and/orother
higher-orderthinkingskills.
1.5.2 Applya range of teaching
strategiestodevelopcritical
and creative thinking,aswell as
otherhigher-orderthinking
skills.
1.5.3 Developandapply
effectiveteachingstrategiesto
promote critical andcreative
thinking,aswell asother
1.5.4 Lead colleaguesin
reviewing,modifyingand
expandingtheirrange of
teachingstrategiesthat
promote critical and creative
thinking,aswell asother
Strand 1.6
Mother Tongue,Filipinoand
Englishinteachingandlearning
1.6.1 Use MotherTongue,
FilipinoandEnglish tofacilitate
teachingandlearning.
1.6.2 Displayproficientuse of
Englishtofacilitate teaching
and learning.
1.6.3 Model and support
colleaguesinthe proficientuse
of MotherTongue,Filipinoand
Englishtoimprove teachingand
learning,aswell astodevelop
the learners’pride of their
language,heritage andculture.
1.6.4 Showexemplaryskillsin
and advocate the use of
Englishinteachingand
learningtofacilitate the
learners’language, cognitive
and academicdevelopment
and to fosterpride of their
language,heritage andculture.
Strand 1.7
Classroomcommunication
strategies
understandingof the range of
verbal andnon-verbal
classroomcommunication
strategiesthatsupportlearner
understanding, participation,
engagementand achievement.
1.7.2 Use effective verbal and
non-verbal classroom
communicationstrategiesto
supportlearnerunderstanding,
participation,engagementand
achievement.
1.7.3 Displaya wide range of
effectiveverbal andnon-verbal
strategiestosupportlearner
engagementandachievement.
1.7.4 Exhibitexemplary
practice in the use of effective
verbal andnon-verbal
strategiestosupportlearner
engagementandachievement
indifferentlearningcontexts.

Domain 2. LearningEnvironment
Domain2 highlightsthe role of teacherstoprovide learningenvironmentsthatare safe,secure,fairandsupportiveinordertopromote learnerresponsibilityand
achievement.ThisDomain centersoncreatinganenvironmentthatislearning-focusedandinwhichteachersefficientlymanage learnerbehaviorinaphysical and
virtual space. Ithighlightsthe needforteachersto utilizearange of resourcesandprovide intellectuallychallengingandstimulatingactivitiestoencourage constructive
classroominteractionsgearedtowardsthe attainmentof highstandardsof learning.
Strand 2.1
Learnersafetyandsecurity
of policies,guidelinesand
proceduresthatprovide safe
and secure learning
environments.
2.1.2 Establishsafe andsecure
learningenvironmentsto
enhance learningthroughthe
consistentimplementationof
policies, guidelinesand
procedures.
2.1.3 Exhibiteffectivestrategies
that ensure safe andsecure
learningenvironmentsto
enhance learningthroughthe
consistentimplementationof
policies, guidelinesand
procedures.
2.1.4 Applycomprehensive
knowledge of andactas a
resource personfor,policies,
guidelinesandproceduresthat
relate tothe implementation
of safe andsecure learning
environmentsforlearners.
Strand 2.2
Fair learningenvironment
2.2.1 Demonstrate
understandingof learning
environmentsthatpromote
fairness,respectandcare to
encourage learning.
2.2.2 Maintainlearning
environmentsthatpromote
fairness,respectandcare to
encourage learning.
2.2.3 Exhibiteffectivepractices
to fosterlearningenvironments
that promote fairness,respect
and care to encourage learning.
2.2.4 Advocate andfacilitate
the use of effectivepracticesto
fosterlearningenvironments
that promote fairness,respect
and care to encourage
learning.
Strand 2.3
Managementof classroom
structure and activities
of managingclassroom
structure that engageslearners,
individuallyoringroups,in
meaningful exploration,
discoveryandhands-on
activitieswithinthe available
physical learningenvironments.
2.3.2 Manage classroom
structure to engage learners,
individuallyoringroups,in
meaningful exploration,
discoveryandhands-on
activitieswithinarange of
physical learningenvironments.
2.3.3 Work withcolleaguesto
model andshare effective
techniquesinthe management
of classroomstructure to
engage learners,individuallyor
ingroups,in meaningful
exploration,discoveryand
hands-onactivitieswithina
range of physical learning
environments.
practicesinthe management
of classroomstructure and
activities, andleadcolleagues
at the whole-schoollevel to
reviewandevaluate their
practices.

Strand 2.4
Supportfor learnerparticipation
2.4.1 Demonstrate
understandingof supportive
learningenvironments that
nurture and inspire learner
participation.
2.4.2 Maintainsupportive
learningenvironmentsthat
nurture and inspire learnersto
participate,cooperate and
collaborate incontinued
learning.
share successful strategiesthat
sustainsupportive learning
environments thatnurture and
inspire learnerstoparticipate,
cooperate andcollaborate in
continuedlearning.
2.4.4 Facilitate processesto
reviewthe effectivenessof the
s hool’slea i ge i o e t
to nurture and inspire learner
participation.
Strand 2.5
Promotionof purposive learning
of learningenvironmentsthat
motivate learnerstowork
productivelybyassuming
responsibilityfortheirown
learning.
2.5.2 Applya range of
successful strategies that
maintainlearningenvironments
that motivate learnerstowork
productivelybyassuming
learning.
2.5.3 Model successful
strategiesandsupport
colleaguesinpromoting
effectivelymotivatelearnersto
workproductivelybyassuming
learning.
2.5.4 Lead andempower
colleaguesinpromoting
effectivelymotivatelearnersto
achieve qualityoutcomesby
assumingresponsibilityfor
theirownlearning.
Strand 2.6
Managementof learnerbehavior
of positive andnon-violent
disciplineinthe managementof
learnerbehavior.
2.6.2 Manage learnerbehavior
constructivelybyapplying
positive andnon-violent
disciplinetoensure learning-
focusedenvironments.
2.6.3 Exhibiteffectiveand
constructive behavior
managementskillsbyapplying
positive andnon-violent
disciplinetoensure learning-
focusedenvironments.
2.6.4 Provide leadershipin
applyingawide range of
strategiesinthe
implementationof positive and
non-violentdiscipline
policies/procedurestoensure
learning-focused
environments.

Domain 3. Diversityof Learners
Domain3 emphasizesthe central role of teachersinestablishinglearningenvironmentsthatare responsive tolearnerdiversity.ThisDomainunderscoresthe
i po ta e of tea he s’ knowledgeandunderstandingof,aswell asrespe tfo ,lea e s’ diversecharacteristicsandexperiencesasinputstothe planninganddesignof
learningopportunities.Itencouragesthe celebrationof diversityinthe classroomsandthe needforteachingpracticesthatare differentiatedtoencourage all learners
to be successful citizensinachanginglocal and global environment.
Strand 3.1
Lea e s’ gender,needs,
strengths,interestsand
experiences
and understandingof
differentiatedteachingtosuit
the lea e s’ gender,needs,
experiences.
3.1.2 Use differentiated,
developmentallyappropriate
learningexperiencestoaddress
lea e s’ge de , eeds,
experiences.
share differentiated,
developmentallyappropriate
opportunitiestoaddress
lea e s’diffe e esi ge de ,
needs,strengths, interestsand
experiences.
3.1.4 Lead colleaguesto
evaluate differentiated
strategiestoenrichteaching
practicesthat addresslearners’
differencesin gender,needs,
experiences.
Strand 3.2
Lea e s’ linguistic,cultural,
socio-economicandreligious
backgrounds
3.2.1 Implementteaching
strategiesthatare responsive to
the lea e s’ linguistic,cultural,
backgrounds.
3.2.2 Establishalearner-
centeredculture byusing
teachingstrategiesthatrespond
to theirlinguistic,cultural,
backgrounds.
3.2.3 Exhibitalearner-centered
culture that promotessuccess
by usingeffective teaching
strategiesthatrespondtotheir
linguistic,cultural,socio-
economicandreligious
backgrounds.
teachingpracticesthat
recognize andaffirmdiverse
linguistic,cultural,socio-
economicandreligious
backgroundsto promote
learnersuccess.
Strand 3.3
Learnerswithdisabilities,
giftednessandtalents
3.3.1 Use strategiesresponsive
to learnerswithdisabilities,
giftednessandtalents.
3.3.2 Design,adaptand
implementteachingstrategies
that are responsivetolearners
withdisabilities, giftednessand
talents.
3.3.3 Assistcolleaguesto
design,adaptandimplement
teachingstrategiesthatare
responsive tolearners with
disabilities,giftednessand
talents.
designing, adaptingand
implementingteaching
strategiesthatare responsive
to learnerswithdisabilities,
giftednessandtalents.

Strand 3.4
Learnersindifficult
circumstances
3.4.1 Demonstrate
understandingof the special
educational needsof learnersin
difficultcircumstances,
including:geographicisolation;
chronicillness;displacement
due to armedconflict,urban
resettlementordisasters;child
abuse and childlaborpractices.
3.4.2 Planand deliverteaching
strategiesthatare responsive to
the special educational needsof
learnersindifficult
circumstances,including:
geographicisolation;chronic
illness;displacementdue to
armedconflict,urban
3.4.3 Evaluate withcolleagues
teachingstrategiesthatare
responsive tothe special
educational needsof learnersin
difficultcircumstances,
including:geographicisolation;
chronicillness;displacement
due to armedconflict,urban
3.4.4 Model a range of high
level skillsresponsive tothe
special educationalneedsof
learnersindifficult
circumstances,including:
geographicisolation;chronic
illness;displacementdue to
armedconflict,urban
abuse and childlabor
practices.
Strand 3.5
Learnersfromindigenousgroups
of teachingstrategiesthatare
inclusive of learnersfrom
indigenousgroups.
3.5.2 Adaptand use culturally
appropriate teachingstrategies
to addressthe needsof learners
fromindigenousgroups.
teachingstrategiestoaddress
effectivelythe needsof learners
fromindigenousgroups.
3.5.4 Showcomprehensive
skillsindeliveringculturally
appropriate teachingstrategies
to addresseffectivelythe
needsof learnersfrom
indigenousgroups.

Domain 4. Curriculumand Planning
Domain add essestea he s’ knowledgeof andinteractionwiththe nationalandlocal curriculumrequirements.This Domainencompassestheirabilitytotranslate
curriculumcontentintolearningactivitiesthatare relevanttolearnersandbasedonthe principlesof effective teachingandlearning.Itexpectsteacherstoapplytheir
professionalknowledge toplananddesign, individuallyorincollaborationwithcolleagues,well-structuredandsequencedlessons.These lessonsequences andassociated
learningprograms should be o te tuall ele a t, espo si etolea e s’ eedsa di orporate arange of teachingandlearning resources. The Domainexpectsteachers
to communicate learninggoalstosupportlearnerparticipation,understandingandachievement.
Strand 4.1
Planningandmanagementof
teachingandlearningprocess
4.1.1 Prepare developmentally
sequencedteachingand
learningprocess tomeet
curriculumrequirements.
4.1.2 Plan,manage and
implementdevelopmentally
sequencedteachingand
learningprocess tomeet
curriculumrequirementsand
variedteachingcontexts.
effectivestrategiesinthe
planningand managementof
developmentallysequenced
teachingandlearningprocess
to meetcurriculum
requirementsandvaried
teachingcontexts.
practice and leadcolleaguesin
enhancingcurrentpracticesin
the planningand management
of developmentallysequenced
Strand 4.2
Learningoutcomesalignedwith
learningcompetencies
4.2.1 Identify learningoutcomes
that are alignedwithlearning
competencies.
4.2.2 Setachievable and
appropriate learningoutcomes
competencies.
4.2.3 Model to colleaguesthe
settingof achievable and
challenginglearningoutcomes
competenciestocultivate a
culture of excellence forall
learners.
4.2.4 Exhibithigh-levelskills
and leadinsettingachievable
and challenginglearning
outcomesthatare alignedwith
learningcompetenciestowards
the cultivation of aculture of
excellence forall.

Strand 4.3
Relevance andresponsivenessof
learningprograms
inthe implementationof
relevantandresponsive
learningprograms.
4.3.2 Adaptand implement
learningprogramsthatensure
relevance andresponsiveness
to the needsof all learners.
4.3.3 Work collaborativelywith
colleaguestoevaluate the
designof learningprograms
that developthe knowledgeand
skillsof learnersatdifferent
abilitylevels.
4.3.4 Provide advice inthe
designandimplementationof
relevantandresponsive
learningprogramsthat
developthe knowledge and
skillsof learners atdifferent
abilitylevels.
Strand 4.4
Professionalcollaborationtoenrich
teachingpractice
4.4.1 Seekadvice concerning
strategiesthatcan enrich
teachingpractice.
4.4.2 Participate incollegial
discussionsthatuse teacherand
learnerfeedbacktoenrich
teachingpractice.
4.4.3 Review withcolleagues,
teacherand learnerfeedbackto
plan,facilitate, andenrich
teachingpractice.
professionaldiscussionsto
planand implementstrategies
that enrichteachingpractice.
Strand 4.5
Teachingandlearningresources
includingICT
4.5.1 Showskillsinthe
selection, developmentanduse
of a varietyof teachingand
learningresources, including
ICT, to addresslearninggoals.
4.5.2 Select,develop, organize
and use appropriate teaching
and learningresources,
includingICT, toaddress
learninggoals.
4.5.3 Advise andguide
colleaguesinthe selection,
organization,developmentand
use of appropriate teachingand
learningresources, including
ICT, to addressspecificlearning
goals.
4.5.4 Model exemplaryskills
and leadcolleaguesinthe
developmentandevaluationof
teachingandlearning
resources,includingICT,for
use withinandbeyondthe
school.

Domain 5. AssessmentandReporting
Domain5 relatestoprocessesassociatedwithavarietyof assessmenttoolsandstrategiesusedbyteachersinmonitoring, evaluating, documentingandreporting
lea e s’ eeds,p ogressandachievement.ThisDomainconcernsthe use of assessmentdataina variety of waysto informandenhance the teachingand learning
processand programs. It concernsteachersproviding learnerswiththe necessaryfeedbackaboutlearningoutcomes.Thisfeedbackinformsthe reportingcycle and
enablesteachersto select,organizeanduse soundassessmentprocesses.
Strand 5.1
Design,selection, organization
and utilizationof assessment
strategies
of the design,selection,
organizationanduse of
diagnostic,formativeand
summative assessment
strategiesconsistentwith
5.1.2 Design,select,organize
and use diagnostic,formative
and summative assessment
colleaguestoreviewthe design,
selection, organizationanduse
of a range of effective
diagnostic,formativeand
summative assessment
5.1.4 Lead initiativesinthe
evaluationof assessment
policiesandguidelinesthat
relate tothe design,selection,
organizationanduse of
effectivediagnostic,formative
and summative assessment
Strand 5.2
Monitoringandevaluationof
learnerprogressand
achievement
of monitoringandevaluationof
learnerprogressand
achievementusinglearner
attainmentdata.
5.2.2 Monitorand evaluate
learnerprogressand
achievementusinglearner
attainmentdata.
5.2.3 Interpretcollaboratively
monitoringandevaluation
strategiesof attainmentdatato
supportlearnerprogressand
achievement.
5.2.4 Provide advice on,and
mentorcolleaguesinthe
effectiveanalysisanduse of
learnerattainmentdata.

Strand 5.3
Feedbacktoimprove learning
of providingtimely,accurate
and constructive feedbackto
improve learnerperformance.
5.3.2 Use strategiesfor
providingtimely,accurate and
constructive feedbackto
improve learnerperformance.
5.3.3 Use effective strategiesfor
providingtimely,accurate and
encourage learnerstoreflecton
and improve theirownlearning.
5.3.4 Exhibitexemplaryskills
and leadinitiativestosupport
colleaguesinapplying
strategiesthateffectively
provide timely,accurate and
learnerstoimprove learning
achievement.
Strand 5.4
Communicationof learner
needs,progressand
achievementtokeystakeholders
5.4.1 Demonstrate familiarity
witha range of strategiesfor
communicatinglearnerneeds,
progressandachievement.
5.4.2 Communicate promptly
a d lea l the lea e s’ eeds,
progressandachievementto
keystakeholders,including
parents/guardians.
5.4.3 Applyskillsinthe effective
communicationof learner
needs,progressand
achievementtokey
stakeholders,including
parents/guardians.
5.4.4 Share withcolleaguesa
wide range of strategiesthat
ensure effective
communicationof learner
needs,progressand
achievementtokey
stakeholders, including
parents/guardians.
Strand 5.5
Use of assessmentdatato
enhance teachingandlearning
practicesand programs
understandingof the role of
assessmentdataasfeedbackin
teachingandlearningpractices
and programs.
5.5.2 Utilize assessmentdatato
informthe modificationof
and programs.
colleaguestoanalyze and utilize
assessmentdatatomodify
practicesand programsto
furthersupportlearnerprogress
and achievement.
5.5.4 Lead colleaguesto
explore,designandimplement
effectivepracticesand
programsusinginformation
derivedfromassessmentdata.

Domain 6. CommunityLinkages and Professional Engagement
Domain6 affirmsthe role of teachersinestablishingschool-communitypartnershipsaimedatenrichingthe learningenvironment, as ellasthe o u it ’s
engagementin the educativeprocess. ThisDomainexpectsteacherstoidentifyandrespondto opportunitiesthatlinkteachingandlearninginthe classroomtothe
experiences,interestsandaspirationsof the widerschool communityandotherkeystakeholders. Itconcernsthe importance of teachers’understandingandfulfilling
theirobligations inupholdingprofessional ethics,accountabilityandtransparencytopromote professionalandharmoniousrelationshipswithlearners,parents, schools
and the widercommunity.
Strand 6.1
Establishmentof learning
environmentsthatare
responsive tocommunity
contexts
understandingof knowledge of
learningenvironmentsthatare
contexts.
6.1.2 Maintainlearning
environmentsthatare
contexts.
6.1.3 Reflectonandevaluate
contexts.
6.1.4 Model exemplarypractice
and empowercolleaguesto
establishandmaintain effective
contexts.
Strand 6.2
Engagementof parentsandthe
widerschool communityinthe
educative process
6.2.1 Seekadvice concerning
strategiesthatbuild
relationshipswith
parents/guardiansand the
widercommunity.
6.2.2 Buildrelationshipswith
parents/guardiansandthe
widerschool communityto
facilitate involvementinthe
educative process.
6.2.3 Guide colleaguesto
strengthenrelationshipswith
maximize theirinvolvementin
the educative process.
6.2.4 Lead inconsolidating
networksthatstrengthen
relationshipswith
maximize theirinvolvementin
the educative process.
Strand 6.3
Professionalethics
6.3.1 Demonstrate awareness
of existinglawsandregulations
that applyto the teaching
profession, andbecome familiar
withthe responsibilities
specifiedinthe Codeof Ethics
forProfessionalTeachers.
6.3.2 Review regularlypersonal
teachingpractice usingexisting
lawsand regulationsthatapply
to the teachingprofessionand
the responsibilitiesspecifiedin
the Codeof Ethics for
ProfessionalTeachers.
6.3.3 Discusswithcolleagues
that applyexistingcodes,laws
and regulationsthatapplyto
the teachingprofession, andthe
responsibilities specifiedinthe
Codeof Ethics forProfessional
Teachers.
6.3.4 Lead colleaguesinthe
regularreviewof existingcodes,
lawsand regulationsthatapply
to the teachingprofession,and
the responsibilities asspecified
inthe Codeof Ethics for
ProfessionalTeachers.

Strand 6.4
School policiesandprocedures
and understandingof school
policiesandprocedures to
fosterharmoniousrelationship
withthe widerschool
community.
6.4.2 Complywithand
implementschool policiesand
procedures consistentlyto
fosterharmoniousrelationships
withlearners,parents,and
otherstakeholders.
6.4.3 Exhibitcommitmentto
and supportteachersinthe
implementationof school
policiesandprocedures to
fosterharmoniousrelationships
withlearners,parentsandother
stakeholders.
6.4.4 Evaluate existingschool
policiesandproceduresto
make themmore responsive to
the needsof the learners,
parentsand otherstakeholders.

Domain 7. Personal Growth and Professional Development
Do ai fo useso tea he s’pe so al g o tha dp ofessio alde elop e t.Ita e tuatestea he s’p ope a dhighpe so al regardforthe professionby
maintainingqualitiesthatupholdthe dignityof teaching suchascaring attitude,respectandintegrity.ThisDomain valuespersonal andprofessional reflectionand
learningtoimprove practice.It recognizesthe importanceof tea he s’ assumingresponsibilityforpersonal growthandprofessional developmentforlifelonglearning.
Strand 7.1
Philosophyof teaching
7.1.1 Articulate apersonal
philosophyof teaching thatis
learner-centered.
7.1.2 Apply a personal
philosophyof teachingthatis
learner-centered.
7.1.3 Manifesta learner-
centeredteachingphilosophy in
variousaspectsof practice and
supportcolleaguesinenhancing
theirownlearner-centered
teachingphilosophy.
7.1.4 Model a learner-centered
teachingphilosophythrough
teachingpracticesthat
stimulate colleaguestoengage
infurtherprofessionallearning.
Strand 7.2
Dignityof teachingasa
profession
7.2.1 Demonstrate behaviors
that upholdthe dignityof
teachingas a profession by
exhibitingqualitiessuchas
caring attitude,respectand
integrity.
7.2.2 Adoptpracticesthat
upholdthe dignityof teaching
as a professionby exhibiting
qualitiessuchas caringattitude,
respectandintegrity.
7.2.3 Identifyandutilize
personal professionalstrengths
to upholdthe dignityof
teachingas a profession tohelp
builda positive teachingand
learningculture withinthe
school.
7.2.4 Act as a role model and
advocate for upholdingthe
dignityof teachingasa
profession tobuildapositive
teachingandlearningculture
withinandbeyondthe school.
Strand 7.3
Professionallinkswith
colleagues
7.3.1 Seekopportunitiesto
establishprofessional linkswith
colleagues.
7.3.2 Participate inprofessional
networkstoshare knowledge
and to enhance practice.
7.3.3 Contribute actively to
professionalnetworkswithin
and betweenschoolsto
improve knowledgeandto
enhance practice.
7.3.4 Take a leadershiprole in
supporti g olleagues’
engagementwithprofessional
networkswithinandacross
schoolsto advance knowledge
and practice inidentifiedareas
of need.
Strand 7.4
Professionalreflectionand
learningtoimprove practice
understandingof how
professionalreflectionand
7.4.2 Developapersonal
professionalimprovementplan
basedon reflectionof o e’s
7.4.3 Initiate professional
reflectionsandpromote
learningopportunitieswith
colleaguestoimprove practice.
7.4.4. Demonstrate leadership
withinandacross school
contextsincriticallyevaluating
practice and settingclearly

learningcanbe usedto improve
practice.
practice and ongoing
professionallearning.
definedtargetsforprofessional
development.
Strand 7.5
Professionaldevelopmentgoals
7.5.1 Demonstrate motivation
to realize professional
developmentgoalsbasedon
the Philippine Professional
Standardsfor Teachers.
7.5.2 Setprofessional
developmentgoalsbasedon
the Philippine Professional
7.5.3 Reflecton the Philippine
ProfessionalStandardsfor
Teachersto planpersonal
professionaldevelopmentgoals
and assistcolleaguesin
planningandachievingtheir
owngoals.
7.5.4 Lead reformsinenhancing
professionaldevelopment
programsbasedon an in-depth
knowledge andunderstanding
of the PhilippineProfessional

GLOSSARY OF TERMS
AssessmentData Learnerdata obtainedfromdiagnostic,formative and/orsummativeassessmentpractices
Classroom Structure The physical set-upof the learningenvironmentwhichgenerallyincludesthe arrangementof chairs,
tables,andotherequipmentinthe classroomdesignedtomaximize learning
ContentKnowledge Competenciesthatteachersare expected tomasterforthemtoteach efficientlyandeffectively
Culturally-appropriate teachingstrategies Teachingstrategiesthatrespectcultural differencesbetweenandamongstudentsandteachers
CurriculumAreas Differentlearning/subjectareastaughtand learnedinthe basiceducationcurriculum
Creative thinkingskills Involve exploringideas,generatingpossibilitiesandlookingformanyrightanswersratherthanjust one.
Critical thinkingskills Refertothe manykindsof intellectual skillsthat(in itsmostbasicexpression)occurswhenstudentsare
analyzing,evaluating,interpreting,orsynthesizinginformationandapplyingcreativethoughttoforman
argument,solve aproblem,orreacha conclusion.
DevelopmentallyAppropriate Learning
Experience
Teachingandlearningactivitiesandtaskssuitedtothe needs,abilities, skills,anddevelopmental level of
learners
Diagnostic assessment Assesseswhatthe learneralreadyknowspriortoinstruction. Italsoanalyzesthe nature of difficultiesand
misconceptionsthatthe learnermighthave,which,if undiagnosed, mightaffecttheirlearningof newer
concepts.BasedonDepEd OrderNo.8, s.2015, there are onlytwo typesof classroomassessment,
namely,formativeandsummative.Formativeassessmentalreadycoversdiagnosticassessment.
DifferentiatedTeaching Teaching-learningprocessesinvolvingawide varietyof texts,tasks,processesandproductssuitedtothe
variouslearningneedsof diverse students
Domain Broad conceptual sphere of teaching andlearningpracticesdefinedbyspecificstrandsinthe setof
professionalstandardsforteachers
Formative assessment Referstoa wide varietyof methodsthatteachersuse toconductin-processevaluationsof student
comprehension,learningneeds, and academicprogressduringalesson, unit,orcourse.Formative
assessmentshelpteachersidentifyconceptsthatstudentsare strugglingtounderstand,skillstheyare
havingdifficultyacquiring,orlearningstandardstheyhave notyetachievedsothatadjustmentscanbe
made to lessons,instructional techniques,andacademicsupport.(Please alsorefertoDepEDOrderNo.8,
s. 2015, p. 2 on its3-paragraph definition.)

Higher Order ThinkingSkills Complex thinkingprocesseswhichincludelogical andcritical analysis,evaluationandsynthesisthinking
that enable individualstoreflect,solveproblemsandcreate products/solutions
Indicators Concrete,observable andmeasurableteacherbehaviors/practicescoveredineverystrandinthe setof
professionalstandardsforteachers
Indigenousgroups People whohave,underclaimsof ownershipsince time immemorial,occupied,possessedandutilized
ancestral territories, sharedcommonbondsof language,customs,traditions,andotherunique cultural
traits(RA 8371: IPRA)
Learner AttainmentData Evidence of learning, progressorachievementinlearnerperformancereflectedinvariousassessment
results,portfolios, classrecordsandreportcards
Learner interests Pe tai to stude t’s pe so al p efe e es, likes or dislikes, which must be considered in the teaching-
learningprocess.The firststeptodifferentiate forinterestsistofindoutwhatlearnerscare aboutandlike
to do.
Learner needs Refertoan observablegapbetweenthe learner'spresentknowledge orcompetence andthe curriculum
standardsidentifiedasnecessaryforthe grade level.
Learner strengths Refertothe learner'spresentknowledge orcompetence thathelpshim/herinmeetingthe standards
identified.
Learning experiences Refer toanyinteraction, course,program,or otherinvolvementin whichlearningtakes place,whetherit
occursintraditional academicsettings(schools,classrooms) ornontraditional settings(outside-of-school
locations, outdoor environments), or whether it includes traditional educational interactions (students
learningfromteachersandprofessors) ornontraditional interactions(studentslearningthroughgamesand
interactive software applications).
Learning Focused Instructional andassessmentstrategiesthat targetmeaningfullearning
Learning goals Reflectlong-termobjectivestolearnnewskills,masternewtasks,orunderstandnewthings. Theyrefer
to specificknowledge,skills,attitudesandvaluesstatedascurriculumcompetenciesthatchildrenmust
developasa resultof the teaching-learningprocess
Learning Outcomes Productsand performance targetsthroughwhichstudentsdemonstratethe knowledge, skillsand
attitudestheyhave learned

Learning Programs Organizedandsequencedsetof strategies, activitiesandtasksthateffectlearning
Learning/TeachingContexts Teaching/learningsituationsandall the circumstancesinwhichlearnerslearnfrominstruction
Local curriculum Educational curriculumcontentthatisinformedbyandresponsivetothe ultu al a dso ioe o o i
ealities UNE“CO, ; of lo al populatio si o de toe gage stude tsi the lea i gp o ess
Mother tongue The native language orthe firstlanguage the learnerlearnsasa child
National curriculum Subjectsortopicstaught inschoolsas prescribedbythe Departmentof Education
Non-verbal communicationstrategies Communicationthatdoesnotinvolve the use of words,e.g., facial expressions,gestures,andtone of
voice
Non-violentdiscipline A formof discipline thatavoidsthe use of punishmentsuchasspanking,verbal abuse andhumiliation(see
Positive discipline)
Numeracy and literacy skills Reading,writing,andmathematical skillsneededtocope witheverydaylife
Philosophyofteaching Tea he s’ ie s,u de sta di gsa d o eptualizatio of tea hi ga dlea i g
Physical space/physical learning
environment
Anyarea conducive tolearningwhichusuallyincludesasafe classroomwithappropriate devicesfor
teachingandlearning
Positive discipline Non-violent,respectful anddiplomaticmeansof discipliningalearnerormanaginglearnerbehavior
throughdialogue andcounselinginsteadof punishment(see Non-violentdiscipline)
Positive use of ICT Responsible, ethical orappropriate use of ICTto achieve andreinforce learning
Professional collaboration Teachersworkingtogetherwithcolleaguesandotherstakeholderstoenrichthe teaching-learning
practice
Professional learning Somethingmostteachersandeducatorsdoeveryday,as theyreflectontheirprofessionalpractice,work
togetherandshare ideas,andstrive toimprove learneroutcomes.
Professional network Referstothe connectedcommunityof educators,whichmayalsobe an online communitylikeLinkedIn
amongothers.Thisis a vibrant,ever-changinggroupof connectionstowhichteachersgotoshare and
learn.These groupsreflecttheirvalues, passions, andareasof expertise.
Professional reflection Refe stothe tea he ’s apa it to efle ti a tio hile tea hi g a do a tio afte tea hi g , hi his
an importantfeature of professional developmentprogramforteachers.
Professional standards for teachers Publicdocumentthatdefinesteacherquality throughwell-defineddomains,strands,andindicatorsthat
provide measuresof professional learning,competentpractice,andeffective engagement

Purposive learning Knowledgeandskillsacquisition designedwithaclearpurpose,goal orobjective inmind
Research-basedknowledge Information,knowledge ordataacquiredthroughsystematicinvestigationandlogical study
School/learning/communitycontext See learning context
Strand More specificdimensionsof teacherpractice undereverydomaininthe setof professionalstandardsfor
teachers
Summative assessment Usedto evaluate studentlearning,skill acquisition, andacademicachievementatthe conclusionof a
definedinstructional period—typicallyatthe endof a project,unit,quarter,semester,program,orschool
year.(Please alsorefertoDepEdOrderNo.8, s. 2015, pp.2-3 foradditional descriptionof summative
assessment.)
Teaching and learningresources Teaching aidsand othermaterialsthat teachersuse not onlytoenhance teachingandlearning butalsoto
assist learners to meet the expectations for learning as defined by the curriculum.
Verbal communication strategies Oral or spokenmeansof transmittinginformationand meaning
Virtual space The online environmentlike the social mediawherepeople caninteract
Widerschool community Referstoboth internal andexternal stakeholders

ACKNOWLEDGEMENTS
THE PROJECT TEAM
Research Centerfor Teacher
Quality (RCTQ)
GinaO. Gonong,Ph.D.
Directorand ProjectLeader
Jennie V.Jocson, Ph.D.
SeniorProgramManager
Marilyn U.Balagtas, Ph.D.
FormerDirector
TeresitaT. Rungduin,Ph.D.
SeniorProgramManager
SiMERR National Research
Centre
John Pegg,Ph.D.
Director
Joy Hardy, Ph.D.
DeputyDirector
Ken Vine,Ph.D.
Principal ResearchAdviser
GregMcPhan, Ph.D.
Principal ResearchManager
TECHNICAL WORKING GROUP
AllenU.Bautista,Ed.D.
JenniferE.Lopez
Leana D. S.Patungan
ChinitaA.Tolentino
RESEARCH OFFICERS
VictoriaJ.DelosSantos
Donna Marie B. De Mesa
Maria ArseniaC.Gomez
Ma. ConcepcionB.Montenegro
FavianL. Noche
Marla C. Papango
Michael WilsonI.Rosero
MalvinR. Tabajen
SUPPORT STAFF
Michael Jove B. Ablaza
RoaimaLynn B. Antonio
RichardJay J. Arias
Ranie B. Catimbang
ZhaninaU. Custodio
Ezra B. de Jesus
JonathanB. Erfe
BeverlyE.Estocapio
ShielaMarie V.Gimeno
Dr. Rachelle B.Lintao
Cheryl C.Lualhati
Ian KennethD.Magabilin
RossannaA.Mendiogarin
JessaP.Reynoso
JerreldM.Romulo
REFERENCE PANEL
Ms. Hazel D. Aniceto(Chair)
PortfolioManager,Australian
Embassy
AmeliaA. Biglete,Ph.D.
DirectorIV,Office forProgram
and StandardsDevelopment
CommissiononHigher
Education
Purita B. Bilbao,Ed.D.
Chairperson,CHEDTechnical
Panel forTeacherEducation
Azucena P. Esleta
(representedbyMs.Ma. Paz
FelynCruz-Tayag)
DirectorIV,Civil Service
CommissionHumanResource
PoliciesandStandardsOffice
Fe A. Hidalgo,Ph.D.
President,Foundationfor
Upgradingthe Standard of
Education
Atty. Teresita R. Manzala
(representedbyDr.Paraluman
R. Giron)
Chairperson,Professional
RegulationCommission
*Abelardo B. Medes
Chief EducationProgram
Specialist,EducationAssessment
Division,Departmentof
Education
*ClodualdoV. Paiton
Technical Specialist,Bureauof
CurriculumDevelopment,
Departmentof Education
*Fernando M. Pantino
SeniorEducationProgram
Specialist,Bureauof Secondary
Education,Departmentof
Education
Maria Lourdes D. Pantoja
DirectorIV,Bureauof Human
Resource andOrganization
Development
Chito B. Salazar, Ph.D.
President,PhilippineBusiness
for Education
Ethel Agnes P. Valenzuela,Ed.D.
DeputyDirectorforProgramme
and Development,SEAMEO
Secretariat
*Representing the Directors of
DepED Bureaus

Special thanks to:
AUSTRALIAN EMBASSY –
Manila
Robyn Biti, MinisterCounselor,
AustralianAgencyfor
International Development
FelicityLee, FirstSecretary
(Development)
QuintinG.AtienzaII
RomeliaI.Neri
BASIC EDUCATION SECTOR
TRANSFORMATION PROGRAM
(BEST)
Dr. Greg-RyanGadsden,Team
Leader
Dr. PeterGrimes, Senior
SpecialistforTeacher
Development
KrupskayaM. Añonuevo
Dr. NemahN.Hermosa
SoledadT.Lecaroz
TwilaG. Punsalan
COMMISSIONON HIGHER
EDUCATION (CHED)
Dr. MinellaC.Alarcon
Commissioner
Dr. Maria Cynthia Rose B.
Bautista, Commissioner
PHILIPPINE NORMAL
UNIVERSITY
Dr. Ester B. Ogena, President
Dr. WilmaS. Reyes,Vice
PresidentforResearch,Planning
and QualityAssurance
MarivillaLydiaB.Aggarao
EmilioF.Aguinaldo
Gerry C. Areta
GregorioB. Borines
Josephine M.Calamlam
ErwinR. Callo
VicMarie I. Camacho
ShirleyN.Cerbo
Maribel C. Gerundio
Glinore S.Morales
Mary LeighAnnC.Perez
Maria Ruth M. Regalado
Dr. Rita B. Ruscoe
JoemarD. Sajona
Myla ZenaidaC.Torio
MarilouM. Ubiña
LordinioA.Vergara
UNIVERSITYOF NEW ENGLAND
- AUSTRALIA
Dr. RebeccaSpence
DEPARTMENT OF EDUCATION
(DepEd)
TEACHER EDUCATION COUNCIL
(TEC)
Leonor M. Briones
Secretary,Departmentof
Education
Ex-officioChair, TEC
Runvi V. Manguerra, Ph.D.
Executive DirectorII
Jayson A. Peñafiel
EducationProgramSupervisor
DEPARTMENT OF EDUCATION –
CENTRAL OFFICE
Br. Armin A. Luistro,FSC,
FormerSecretary
Atty. NepomucenoA. Malaluan,
AssistantSecretaryandChief of
Staff
JesusLorenzo R. Mateo,
UndersecretaryforPlanningand
FieldOperations
Dr. Dina Joana S. Ocampo,
FormerUndersecretaryfor
CurriculumandInstruction
RizalinoD. Rivera, Former
UndersecretaryforRegional
Operations
John ArnoldS. Siena, Director
IV,National EducatorsAcademy
of the Philippines
DEPARTMENT OF EDUCATION-
ARMM
Atty. Jamar M. Kulayan, Former
Regional Secretary

DEPARTMENT OF EDUCATION -
REGIONAL OFFICES
Regional Directors/Assistant
Regional Directors
Luz S. Almeda,Ph.D.
RamonFiel G. Abcede
ArturoB. Bayocot, Ph.D.
IsabelitaM.Borres,Ph.D.
EstelaL. Cariño,Ed.D.
Atty.ShirleyO.Chatto
RebeccaV. Delapuz,Ph.D.
Lorna D. Dino,Ph.D.
EllenB.Donato, Ed.D.
May B. Eclar,Ph.D.
Atty.AlbertoT.Escobarte
AllanG. Farnazo,Ph.D.
MalcolmS. Garma, CESO V
JulietA.Jeruta,Ph.D.
GemmaM. Ledesma,CESOV
PoncianoA.Menguito.Ed.D.
RizalinoJose T.Rosales
GilbertT. Sadsad,Ph.D.
DiosdadoM. San Antonio,Ph.D.
RubyAlmaC. Torio,Ed.D.
BeatrizG. Torno, Ph.D.
TeresitaM. Velasco,Ph.D.
LuisaB. Yu, Ph.D.
SENIOR OFFICIALS
Dr. FlordelizaA.Alquiza, EPS,
Officer-in-Charge, Quality
Assurance Division, NCR(retired)
Dr. Bernadette J. Atienza, EPS,
RegionIIIQualityAssurance
Division
Dr. Erlinda A. Atienza, Chief
EducationProgramSupervisor,
RegionXIIIHumanResource
DevelopmentDivision
Ariel M. Azuelo, Administrative
OfficerV, RegionIV-
CALABARZON PublicAffairsUnit
Dr. Leonardo C. Canlas, Chief
RegionIIIPolicy,Planningand
ResearchDivision
AngelinaB. Castillo, EPS,Region
IV-CALABARZON
Dr. Jerome A. Chavez, EPS,
RegionIV-CALABARZON
Regan B. Dagadas, EPS II,Region
XII
Dr. Hja Jaliha Diwallay, Region
IX
Bervy C. Domingo,EPS, RegionII
QualityAssurance Division
Dr. EmilianoB. Elnar, Jr.,Chief
RegionVIICurriculumand
LearningManagementDivision
Dr. CynthiaD. Jacob, Chief,
RegionV Human Resource
DevelopmentDivision
Sammy C. Legaspi,Information
TechnologyOfficerI,RegionI
Dr. LeoncioP. Lumaban, Chief
EducationSupervisor,RegionII
QualityAssurance Division
GertrudesL. Malabanan, EPS,
RegionIV-CALABARZON
Dr. Joy C. Mangubat, EPS,
RegionX
Lorna F. Mapinogos,Chief
RegionXIHuman Resource
DevelopmentDivision
Dr. Luz E. Osmeña, Chief,Region
IV-CALABARZONHuman
Resource DevelopmentDivision
Jose Sario E. Poblete,EPS,
RegionIILearningResource
ManagementandDevelopment
Section
Macrino A. Raymundo, EPS,
RegionII
Dr. JudithV. Romaguera, Chief
RegionIXHuman Resource
DevelopmentDivision
Laurente A. Samala, EPS, Region
IV-MIMAROPA Quality
Assurance Division
Jerry B. Sario, Officer-in-Charge,
RegionIIHuman Resource
DevelopmentDivision
Dr. Susan D. Severino,EPS,
RegionVIHumanResource
DevelopmentDivision
All teachers, principals/school
heads,supervisors,
superintendents,pre-service
teachers,and educatorswho
took part in the development
work

DEPARTMENT OF EDUCATION
DepEdComplex
Meralco Ave.,PasigCity
TEACHER EDUCATION COUNCIL
Rooms228-229 Mabini Bldg.,
DepEdComplex,Meralco Ave.,PasigCity
(T) 638-61-70
(F) 638-61-72

Philippine_Professional_Standards_for_Te.pdf

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