Nationally-validated Version.

Finalized, TEC Workshop, August 4-5 2016 © PNU and UNE

 CONTENTS

Introduction 3 Role of teachers 3

Professional standards for teachers 3
Teacher quality in the Philippines 4
Career Stages 7

Professional Standards for Teachers 9

Glossary of Terms 24

The Philippine Professional Standards for Teachers was developed through the Research Center for Teacher Quality
(RCTQ) with support from the Australian Government.

© 2017. Department of Education - Teacher Education Council.

Philippine Professional Standards for Teachers 2

 INTRODUCTION

Role of teachers

Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values,
equipped with 21st century skills, and able to propel the country to development and progress. This is in consonance with the Department of Education vision
of producing: “Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation” (DepED Order No. 36, s. 2013).

Evidences show unequivocally that good teachers are vital to raising student achievement, i.e., quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building.

The changes brought about by various national and global frameworks such as the K to 12 Reform and the ASEAN integration, globalization, and the
changing character of the 21st century learners necessitate improvement and adaptability of education, and a call for the rethinking of the current teacher
standards.

Professional standards for teachers

The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework of teacher quality, the
National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s.
2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education (STRIVE)
project and the Third Elementary Education Project (TEEP).

The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines. The reform process warrants
an equivalent supportive focus on teacher quality – high quality teachers who are properly equipped and prepared to assume the roles and functions of a K
to 12 teacher.

Philippine Professional Standards for Teachers 3

 The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what constitutes teacher quality in the K to 12 Reform through well-defined domains, strands, and indicators
that provide measures of professional learning, competent practice, and effective engagement. This set of standards makes explicit what teachers should
know, be able to do and value to achieve competence, improved student learning outcomes, and eventually quality education. It is founded on teaching
philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The professional standards, therefore, become a public
statement of professional accountability that can help teachers reflect on and assess their own practices as they aspire for personal growth and professional
development.

Teacher quality in the Philippines

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

The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st Century in the Philippines. Quality teachers
in the Philippines need to possess the following characteristics:
 recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and learning. They apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the
teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to
promote high-quality learning outcomes.
 provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. They create an
environment that is learning-focused and they efficiently manage learner behavior in a physical and virtual space. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of
high standards of learning.
 establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to
the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices
that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.

Philippine Professional Standards for Teachers 4

  interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are relevant to learners
and based on the principles of effective teaching and learning. They apply their professional knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to learners’ needs and incorporate a
range of teaching and learning resources. They communicate learning goals to support learner participation, understanding and achievement.
 apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement.
They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. They provide learners with
the necessary feedback about learning outcomes that informs the reporting cycle and enables teachers to select, organize and use sound assessment
processes.
 establish school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative
process. They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations of
the wider school community and other key stakeholders. They understand and fulfill their obligations in upholding professional ethics, accountability
and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community.
 value personal growth and professional development and exhibit high personal regard for the profession by maintaining qualities that uphold the
dignity of teaching such as caring attitude, respect and integrity. They value personal and professional reflection and learning to improve their
practice. They assume responsibility for personal growth and professional development for lifelong learning.

The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.

Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2, Learning Environment, consists of six strands:

Philippine Professional Standards for Teachers 5

 1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs

Philippine Professional Standards for Teachers 6

 Domain 6, Community Linkages and Professional Engagement, consists of four strands:
1. Establishment of learning environments that are responsive to community contexts
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures

Domain 7, Personal Growth and Professional Development, contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Career stages

Teacher professional development happens in a continuum from beginning to exemplary practice. Anchored on the principle of lifelong learning, the
set of professional standards for teachers recognizes the significance of a standards framework that articulates developmental progression as teachers
develop, refine their practice and respond to the complexities of educational reforms.

The following statements, which define the work of teachers at different career stages, make explicit the elements of high-quality teaching for the
st
21 century. They comprise descriptors that have been informed by teachers’ understandings of what is required at each of the four Career Stages. The
descriptors represent a continuum of development within the profession by providing a basis for attracting, preparing, developing and supporting teachers.

Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They have a strong
understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. They possess the requisite knowledge, skills and
values that support the teaching and learning process. They manage learning programs and have strategies that promote learning based on the learning needs
of their students. They seek advice from experienced colleagues to consolidate their teaching practice.

Philippine Professional Standards for Teachers 7

 Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching and learning process. They provide
focused teaching programs that meet curriculum and assessment requirements. They display skills in planning, implementing, and managing learning
programs. They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement. They
are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching practice. They manifest an in-depth
and sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are more adept in problem
solving and optimize opportunities gained from experience. Career Stage 3 Teachers work collaboratively with colleagues and provide them support and
mentoring to enhance their learning and practice. They continually seek to develop their professional knowledge and practice by reflecting on their own
needs, and those of their colleagues and students.

Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices. They exhibit exceptional
capacity to improve their own teaching practice and that of others. They are recognized as leaders in education, contributors to the profession and initiators
of collaborations and partnerships. They create lifelong impact in the lives of colleagues, students and others. They consistently seek professional
advancement and relevance in pursuit of teaching quality and excellence. They exhibit commitment to inspire the education community and stakeholders for
the improvement of education provision in the Philippines.

Philippine Professional Standards for Teachers 8

 PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
CAREER STAGES

Philippine Professional Standards for Teachers 9

Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers

Beginning Teachers have gained the Proficient Teachers are professionally Highly Proficient Teachers consistently Distinguished Teachers embody the
qualifications recognized for entry into independent in the application of skills display a high level of performance in highest standard for teaching grounded in
the teaching profession. vital to the teaching and learning their teaching practice. global best practices.
process.
They have a strong understanding of They manifest an in-depth and They exhibit exceptional capacity to
the subjects/areas in which they are They provide focused teaching sophisticated understanding of the improve their own teaching practice and
trained in terms of content knowledge programs that meet curriculum and teaching and learning process. that of others.
and pedagogy. assessment requirements.
They have high education-focused They are recognized as leaders in
They possess the requisite knowledge, They display skills in planning, situation cognition, are more adept in education, contributors to the profession
skills and values that support the implementing and managing learning problem solving and optimize and initiators of collaborations and
teaching and learning process. programs. opportunities gained from experience. partnerships.

They manage learning programs and They actively engage in collaborative They provide support and mentoring to They create lifelong impact in the lives of
have strategies that promote learning learning with the professional colleagues in their professional colleagues, students and others.
based on the learning needs of their community and other stakeholders for development, as well as work
students. mutual growth and advancement. collaboratively with them to enhance the They consistently seek professional
learning and practice potential of their advancement and relevance in pursuit of
They seek advice from experienced They are reflective practitioners who colleagues. teaching quality and excellence.
colleagues to consolidate their continually consolidate the knowledge,
teaching practice. skills and practices of Career Stage 1 They continually seek to develop their They exhibit commitment to inspire the
teachers. professional knowledge and practice by education community and stakeholders for
reflecting on their own needs, and those the improvement of education provision in
of their colleagues and students. the Philippines.

Philippine Professional Standards for Teachers 10

 DOMAINS/ STRANDS/ INDICATORS FOR DIFFERENT CAREER STAGES

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 highquality
learning outcomes.

Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers

Strand 1.1 1.1.1 Demonstrate content 1.1.2 Apply knowledge of 1.1.3 Model effective 1.1.4 Model exemplary practice
Content knowledge and its knowledge and its application content within and across applications of content to improve the applications of
application within and across within and/or across curriculum curriculum teaching areas. knowledge within and across content knowledge within and
curriculum areas teaching areas. curriculum teaching areas. across curriculum teaching
areas.

Strand 1.2 1.2.1 Demonstrate an 1.2.2 Use research-based 1.2.3 Collaborate with 1.2.4 Lead colleagues in the
Research-based knowledge and understanding of researchbased knowledge and principles of colleagues in the conduct and advancement of the art and
principles of teaching and knowledge and principles of teaching and learning to application of research to enrich science of teaching based on
learning teaching and learning. enhance professional practice. knowledge of content and their comprehensive
pedagogy. knowledge of research and
pedagogy.

Philippine Professional Standards for Teachers 11

Strand 1.3 1.3.1 Show skills in the positive 1.3.2 Ensure the positive use of 1.3.3 Promote effective 1.3.4 Mentor colleagues in the
Positive use of ICT use of ICT to facilitate the ICT to facilitate the teaching and strategies in the positive use of implementation of policies to
teaching and learning process. learning process. ICT to facilitate the teaching and ensure the positive use of ICT
learning process. within or beyond the school.

Strand 1.4 1.4.1 Demonstrate knowledge of 1.4.2 Use a range of teaching 1.4.3 Evaluate with colleagues 1.4.4 Model a comprehensive
Strategies for promoting literacy teaching strategies that promote strategies that enhance learner the effectiveness of teaching selection of effective teaching
and numeracy literacy and numeracy skills. achievement in literacy and strategies that promote learner strategies that promote learner
numeracy skills. achievement in literacy and achievement in literacy and
numeracy. numeracy.

Strand 1.5 1.5.1 Apply teaching strategies 1.5.2 Apply a range of teaching 1.5.3 Develop and apply 1.5.4 Lead colleagues in
Strategies for developing critical that develop critical and creative strategies to develop critical and effective teaching strategies to reviewing, modifying and
and creative thinking, as well as thinking, and/or other higher- creative thinking, as well as promote critical and creative expanding their range of
other higher-order thinking skills order thinking skills. other higher-order thinking thinking, as well as other higher- teaching strategies that
skills. order thinking skills. promote critical and creative
thinking, as well as other
higher-order thinking skills.

Strand 1.6 1.6.1 Use Mother Tongue, 1.6.2 Display proficient use of 1.6.3 Model and support 1.6.4 Show exemplary skills in
Mother Tongue, Filipino and Filipino and English to facilitate Mother Tongue, Filipino and colleagues in the proficient use and advocate the use of
English in teaching and learning teaching and learning. English to facilitate teaching and of Mother Tongue, Filipino and Mother Tongue, Filipino and
learning. English to improve teaching and English in teaching and learning
learning, as well as to develop to facilitate the learners’
the learners’ pride of their language, cognitive and
language, heritage and culture. academic development and to
foster pride of their language,
heritage and culture.

Philippine Professional Standards for Teachers 12

Strand 1.7 1.7.1 Demonstrate an 1.7.2 Use effective verbal and 1.7.3 Display a wide range of 1.7.4 Exhibit exemplary practice
Classroom communication understanding of the range of non-verbal classroom effective verbal and non-verbal in the use of effective verbal
strategies verbal and non-verbal classroom communication strategies to classroom communication and non-verbal classroom
communication strategies that support learner understanding, strategies to support learner communication strategies to
support learner understanding, participation, engagement and understanding, participation, support learner understanding,
participation, engagement and achievement. engagement and achievement. participation, engagement and
achievement. achievement in different
learning contexts.

Domain 2. Learning Environment

Domain 2 highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and
achievement. This Domain centers on creating an environment that is learning-focused and in which teachers efficiently manage learner behavior in a physical and virtual
space. It highlights the need for teachers to utilize a range of resources and provide intellectually challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high standards of learning.

Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers

Strand 2.1 2.1.1 Demonstrate knowledge of 2.1.2 Establish safe and secure 2.1.3 Exhibit effective strategies 2.1.4 Apply comprehensive
Learner safety and security policies, guidelines and learning environments to that ensure safe and secure knowledge of and act as a
procedures that provide safe enhance learning through the learning environments to resource person for, policies,
and secure learning consistent implementation of enhance learning through the guidelines and procedures that
environments. policies, guidelines and consistent implementation of relate to the implementation of
procedures. policies, guidelines and safe and secure learning
procedures. environments for learners.

Philippine Professional Standards for Teachers 13

Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain learning 2.2.3 Exhibit effective practices 2.2.4 Advocate and facilitate
Fair learning environment understanding of learning environments that promote to foster learning environments the use of effective practices to
environments that promote fairness, respect and care to that promote fairness, respect foster learning environments
fairness, respect and care to encourage learning. and care to encourage learning. that promote fairness, respect
encourage learning. and care to encourage learning.

Strand 2.3 2.3.1 Demonstrate knowledge of 2.3.2 Manage classroom 2.3.3 Work with colleagues to 2.3.4 Model exemplary
Management of classroom managing classroom structure structure to engage learners, model and share effective practices in the management of
structure and activities that engages learners, individually or in groups, in techniques in the management classroom structure and
individually or in groups, in meaningful exploration, of classroom structure to engage activities, and lead colleagues
meaningful exploration, discovery and hands-on learners, individually or in at the whole-school level to
discovery and hands-on activities within a range of groups, in meaningful review and evaluate their
activities within the available physical learning environments. exploration, discovery and practices.
physical learning environments. hands-on activities within a
range of physical learning
environments.
Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain supportive 2.4.3 Work with colleagues to 2.4.4 Facilitate processes to
Support for learner participation understanding of supportive learning environments that share successful strategies that review the effectiveness of the
learning environments that nurture and inspire learners to sustain supportive learning school’s learning environment
nurture and inspire learner participate, cooperate and environments that nurture and to nurture and inspire learner
participation. collaborate in continued inspire learners to participate, participation.
learning. cooperate and collaborate in
continued learning.

Philippine Professional Standards for Teachers 14

Strand 2.5 2.5.1 Demonstrate knowledge of 2.5.2 Apply a range of successful 2.5.3 Model successful 2.5.4 Lead and empower
Promotion of purposive learning learning environments that strategies that maintain learning strategies and support colleagues in promoting
motivate learners to work environments that motivate colleagues in promoting learning learning environments that
productively by assuming learners to work productively by environments that effectively effectively motivate learners to
responsibility for their own assuming responsibility for their motivate learners to work achieve quality outcomes by
learning. own learning. productively by assuming assuming responsibility for
responsibility for their own their own learning.
learning.
Strand 2.6 2.6.1 Demonstrate knowledge of 2.6.2 Manage learner behavior 2.6.3 Exhibit effective and 2.6.4 Provide leadership in
Management of learner behavior positive and non-violent constructively by applying constructive behavior applying a wide range of
discipline in the management of positive and non-violent management skills by applying strategies in the
learner behavior. discipline to ensure positive and non-violent implementation of positive and
learningfocused environments. discipline to ensure non-violent discipline
learningfocused environments. policies/procedures to ensure
learning-focused environments.

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 as respect for, learners’ diverse characteristics and experiences as inputs to the planning and design of learning
opportunities. It encourages the celebration of diversity in the classrooms and the need for teaching practices that are differentiated to encourage all learners to be
successful citizens in a changing local and global environment.

Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers

Philippine Professional Standards for Teachers 15

Strand 3.1 3.1.1 Demonstrate knowledge 3.1.2 Use differentiated, 3.1.3 Work with colleagues to 3.1.4 Lead colleagues to
Learners’ gender, needs, and understanding of developmentally appropriate share differentiated, evaluate differentiated
strengths, interests and differentiated teaching to suit learning experiences to address developmentally appropriate strategies to enrich teaching
experiences the learners’ gender, needs, learners’ gender, needs, opportunities to address practices that address learners’
strengths, interests and strengths, interests and learners’ differences in gender, differences in gender, needs,
experiences. experiences. needs, strengths, interests and strengths, interests and
experiences. experiences.

Strand 3.2 3.2.1 Implement teaching 3.2.2 Establish a learnercentered 3.2.3 Exhibit a learner-centered 3.2.4 Model exemplary
Learners’ linguistic, cultural, strategies that are responsive to culture by using teaching culture that promotes success teaching practices that
socio-economic and religious the learners’ linguistic, cultural, strategies that respond by using effective teaching recognize and affirm diverse
backgrounds socio-economic and religious to their linguistic, cultural, socio- strategies that respond to their linguistic, cultural,
backgrounds. economic and religious linguistic, cultural, socioeconomic and religious
backgrounds. socioeconomic and religious backgrounds to promote
backgrounds. learner success.

Strand 3.3 3.3.1 Use strategies responsive 3.3.2 Design, adapt and 3.3.3 Assist colleagues to design, 3.3.4 Lead colleagues in
Learners with disabilities, to learners with disabilities, implement teaching strategies adapt and implement teaching designing, adapting and
giftedness and talents giftedness and talents. that are responsive to learners strategies that are responsive to implementing teaching
with disabilities, giftedness and learners with disabilities, strategies that are responsive
talents. giftedness and talents. to learners with disabilities,
giftedness and talents.

Philippine Professional Standards for Teachers 16

 Strand 3.4 3.4.1 Demonstrate 3.4.2 Plan and deliver teaching 3.4.3 Evaluate with colleagues 3.4.4 Model a range of high
Learners in difficult understanding of the special strategies that are responsive to teaching strategies that are level skills responsive to the
circumstances educational needs of learners in the special educational needs of responsive to the special special educational needs of
difficult circumstances, learners in difficult educational needs of learners in learners in difficult
including: geographic isolation; circumstances, including: difficult circumstances, circumstances, including:
chronic illness; displacement geographic isolation; chronic including: geographic isolation; geographic isolation; chronic
due to armed conflict, urban illness; displacement due to chronic illness; displacement illness; displacement due to
resettlement or disasters; child armed conflict, urban due to armed conflict, urban armed conflict, urban
abuse and child labor practices. resettlement or disasters; child resettlement or disasters; child resettlement or disasters; child
abuse and child labor practices. abuse and child labor practices. abuse and child labor practices.

Strand 3.5 3.5.1 Demonstrate knowledge of 3.5.2 Adapt and use culturally 3.5.3 Develop and apply 3.5.4 Show comprehensive
Learners from indigenous groups teaching strategies that are appropriate teaching strategies teaching strategies to address skills in delivering culturally
inclusive of learners from to address the needs of learners effectively the needs of learners appropriate teaching strategies
indigenous groups. from indigenous groups. from indigenous groups. to address effectively the needs
of learners from indigenous
groups.

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 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.

Philippine Professional Standards for Teachers 17

 Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers

Strand 4.1 4.1.1 Prepare developmentally 4.1.2 Plan, manage and 4.1.3 Develop and apply 4.1.4 Model exemplary practice
Planning and management of sequenced teaching and implement developmentally effective strategies in the and lead colleagues in
teaching and learning process learning process to meet sequenced teaching and planning and management of enhancing current practices in
curriculum requirements. learning process to meet developmentally sequenced the planning and management
curriculum requirements and teaching and learning process to of developmentally sequenced
varied teaching contexts. meet curriculum requirements teaching and learning process.
and varied teaching contexts.

Strand 4.2 4.2.1 Identify learning outcomes 4.2.2 Set achievable and 4.2.3 Model to colleagues the 4.2.4 Exhibit high-level skills
Learning outcomes aligned with that are aligned with learning appropriate learning outcomes setting of achievable and and lead in setting achievable
learning competencies competencies. that are aligned with learning challenging learning outcomes and challenging learning
competencies. that are aligned with learning outcomes that are aligned with
competencies to cultivate a learning competencies towards
culture of excellence for all the cultivation of a culture of
learners. excellence for all.

Strand 4.3 4.3.1 Demonstrate knowledge in 4.3.2 Adapt and implement 4.3.3 Work collaboratively with 4.3.4 Provide advice in the
Relevance and responsiveness of the implementation of relevant learning programs that ensure colleagues to evaluate the design and implementation of
learning programs and responsive learning relevance and responsiveness to design of learning programs that relevant and responsive
programs. the needs of all learners. develop the knowledge and learning programs that develop
skills of learners at different the knowledge and
ability levels. skills of learners at different
ability levels.

Philippine Professional Standards for Teachers 18

Strand 4.4 4.4.1 Seek advice concerning 4.4.2 Participate in collegial 4.4.3 Review with colleagues, 4.4.4 Lead colleagues in
Professional collaboration to enrich strategies that can enrich discussions that use teacher and teacher and learner feedback to professional discussions to plan
teaching practice teaching practice. learner feedback to enrich plan, facilitate, and enrich and implement strategies that
teaching practice. teaching practice. enrich teaching practice.

Strand 4.5 4.5.1 Show skills in the selection, 4.5.2 Select, develop, organize 4.5.3 Advise and guide
Teaching and learning resources development and use of a and use appropriate teaching 4.5.4 Model exemplary skills
colleagues in the selection,
including ICT variety of teaching and learning and learning resources, and lead colleagues in the
organization, development and
resources, including including ICT, to address development and evaluation of
use of appropriate teaching and
ICT, to address learning goals. learning goals. teaching and learning
learning resources, including ICT,
resources, including ICT, for use
to address specific learning
within and beyond the school.
goals.

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 Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers

Philippine Professional Standards for Teachers 19

Strand 5.1 5.1.1 Demonstrate knowledge of 5.1.2 Design, select, organize 5.1.3 Work collaboratively with 5.1.4 Lead initiatives in the
Design, selection, organization the design, selection, and use diagnostic, formative colleagues to review the design, evaluation of assessment
and utilization of assessment organization and use of and summative assessment selection, organization and use policies and guidelines that
strategies diagnostic, formative and strategies consistent with of a range of effective relate to the design, selection,
summative assessment curriculum requirements. diagnostic, formative and organization and use of
strategies consistent with summative assessment effective diagnostic, formative
curriculum requirements. strategies consistent with and summative assessment
curriculum requirements. strategies consistent with
curriculum requirements.

Strand 5.2 5.2.1 Demonstrate knowledge of 5.2.2 Monitor and evaluate 5.2.3 Interpret collaboratively 5.2.4 Provide advice on, and
Monitoring and evaluation of monitoring and evaluation of learner progress and monitoring and evaluation mentor colleagues in the
learner progress and learner progress and achievement using learner strategies of attainment data to effective analysis and use of
achievement achievement using learner attainment data. support learner progress and learner attainment data.
attainment data. achievement.

Strand 5.3 5.3.1 Demonstrate knowledge of 5.3.2 Use strategies for 5.3.3 Use effective strategies for 5.3.4 Exhibit exemplary skills
Feedback to improve learning providing timely, accurate and providing timely, accurate and providing timely, accurate and and lead initiatives to support
constructive feedback to constructive feedback to constructive feedback to colleagues in applying
improve learner performance. improve learner performance. encourage learners to reflect on strategies that effectively
and improve their own learning. provide timely, accurate and
constructive feedback to
learners to improve learning
achievement.

Philippine Professional Standards for Teachers 20

Strand 5.4 5.4.1 Demonstrate familiarity 5.4.2 Communicate promptly 5.4.3 Apply skills in the effective 5.4.4 Share with colleagues a
Communication of learner needs, with a range of strategies for and clearly the learners’ needs, communication of learner wide range of strategies that
progress and communicating learner needs, progress and achievement to needs, progress and ensure effective
achievement to key stakeholders progress and achievement. key stakeholders, including achievement to key communication of learner
parents/guardians. stakeholders, including needs, progress and
parents/guardians. achievement to key
stakeholders, including
parents/guardians.
Strand 5.5 5.5.1 Demonstrate an 5.5.2 Utilize assessment data to 5.5.3 Work collaboratively with 5.5.4 Lead colleagues to
Use of assessment data to understanding of the role of inform the modification of colleagues to analyze and utilize explore, design and implement
enhance teaching and learning assessment data as feedback in teaching and learning practices assessment data to modify effective practices and
practices and programs teaching and learning practices and programs. practices and programs to programs using information
and programs. further support learner progress derived from assessment data.
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 Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers

Philippine Professional Standards for Teachers 21

Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain learning 6.1.3 Reflect on and evaluate 6.1.4 Model exemplary practice
Establishment of learning understanding of knowledge of environments that are learning environments that are and empower colleagues to
environments that are learning environments that are responsive to community responsive to community establish and maintain effective
responsive to community responsive to community contexts. contexts. learning environments that are
contexts contexts. responsive to community
contexts.

Strand 6.2 6.2.1 Seek advice concerning 6.2.2 Build relationships with 6.2.3 Guide colleagues to 6.2.4 Lead in consolidating
Engagement of parents and the strategies that build parents/guardians and the wider strengthen relationships with networks that strengthen
wider school community in the relationships with school community to facilitate parents/guardians and the wider relationships with
educative process parents/guardians and the wider involvement in the educative school community to maximize parents/guardians and the wider
community. process. their involvement in the school community to maximize
educative process. their involvement in the
educative process.

Strand 6.3 6.3.1 Demonstrate awareness of 6.3.2 Review regularly personal 6.3.3 Discuss with colleagues 6.3.4 Lead colleagues in the
Professional ethics existing laws and regulations teaching practice using existing teaching and learning practices regular review of existing codes,
that apply to the teaching laws and regulations that apply that apply existing codes, laws laws and regulations that apply
profession, and become familiar to the teaching profession and and regulations that apply to the to the teaching profession, and
with the responsibilities the responsibilities specified in teaching profession, and the the responsibilities as specified
specified in the Code of Ethics the Code of Ethics for responsibilities specified in the in the Code of Ethics for
Professional Teachers. Professional Teachers.
for Professional Teachers. Code of Ethics for Professional
Teachers.
Strand 6.4 6.4.1 Demonstrate knowledge 6.4.2 Comply with and 6.4.3 Exhibit commitment to and 6.4.4 Evaluate existing school
School policies and procedures and understanding of school implement school policies and support teachers in the policies and procedures to make
policies and procedures to foster procedures consistently to implementation of school them more responsive to the
harmonious relationship with foster harmonious relationships policies and procedures to needs of the learners, parents
the wider school community. with learners, parents, and foster harmonious relationships and other stakeholders.
other stakeholders. with learners, parents and other
stakeholders.

Philippine Professional Standards for Teachers 22

Philippine Professional Standards for Teachers 23
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 Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers

Strand 7.1 7.1.1 Articulate a personal 7.1.2 Apply a personal 7.1.3 Manifest a 7.1.4 Model a learner-centered
Philosophy of teaching philosophy of teaching that is philosophy of teaching that is learnercentered teaching teaching philosophy through
learner-centered. learner-centered. philosophy in various aspects of teaching practices that
practice and support colleagues stimulate colleagues to engage
in enhancing their own learner- in further professional learning.
centered teaching philosophy.

Strand 7.2 7.2.1 Demonstrate behaviors 7.2.2 Adopt practices that 7.2.3 Identify and utilize 7.2.4 Act as a role model and
Dignity of teaching as a that uphold the dignity of uphold the dignity of teaching as personal professional strengths advocate for upholding the
profession teaching as a profession by a profession by exhibiting to uphold the dignity of teaching dignity of teaching as a
exhibiting qualities such as qualities such as caring attitude, as a profession to help build a profession to build a positive
caring attitude, respect and respect and integrity. positive teaching and learning teaching and learning culture
integrity. culture within the school. within and beyond the school.

Strand 7.3 7.3.1 Seek opportunities to 7.3.2 Participate in professional 7.3.3 Contribute actively to 7.3.4 Take a leadership role in
Professional links with establish professional links with networks to share knowledge professional networks within supporting colleagues’
colleagues colleagues. and to enhance practice. and between schools to improve engagement with professional
knowledge and to enhance networks within and across
practice. schools to advance knowledge
and practice in identified areas
of need.

Philippine Professional Standards for Teachers 24

Strand 7.4 7.4.1 Demonstrate an 7.4.2 Develop a personal 7.4.3 Initiate professional 7.4.4. Demonstrate leadership
Professional reflection and understanding of how professional improvement plan reflections and promote within and across school
learning to improve practice professional reflection and based on reflection of one’s learning opportunities with contexts in critically evaluating
colleagues to improve practice. practice and setting clearly

learning can be used to improve practice and ongoing defined targets for professional
practice. professional learning. development.

Strand 7.5 7.5.1 Demonstrate motivation 7.5.2 Set professional 7.5.3 Reflect on the Philippine 7.5.4 Lead reforms in enhancing
Professional development goals to realize professional development goals based on the Professional Standards for professional development
development goals based on the Philippine Professional Teachers to plan personal programs based on an in-depth
Philippine Professional Standards for Teachers. professional development goals knowledge and understanding
Standards for Teachers. and assist colleagues in planning of the Philippine Professional
and achieving their own goals. Standards for Teachers.

Philippine Professional Standards for Teachers 25

 GLOSSARY OF TERMS

Assessment Data Learner data obtained from diagnostic, formative and/or summative assessment practices
Classroom Structure The physical set-up of the learning environment which generally includes the arrangement of chairs,
tables, and other equipment in the classroom designed to maximize learning
Content Knowledge Competencies that teachers are expected to master for them to teach efficiently and effectively
Culturally-appropriate teaching strategies Teaching strategies that respect cultural differences between and among students and teachers
Curriculum Areas Different learning/subject areas taught and learned in the basic education curriculum
Creative thinking skills Involve exploring ideas, generating possibilities and looking for many right answers rather than just one.
Critical thinking skills Refer to the many kinds of intellectual skills that (in its most basic expression) occurs when students are
analyzing, evaluating, interpreting, or synthesizing information and applying creative thought to form an
argument, solve a problem, or reach a conclusion.
Developmentally Appropriate Learning Teaching and learning activities and tasks suited to the needs, abilities, skills, and developmental level of
Experience learners
Diagnostic assessment Assesses what the learner already knows prior to instruction. It also analyzes the nature of difficulties and
misconceptions that the learner might have, which, if undiagnosed, might affect their learning of newer
concepts. Based on DepEd Order No. 8, s. 2015, there are only two types of classroom assessment,
namely, formative and summative. Formative assessment already covers diagnostic assessment.
Differentiated Teaching Teaching-learning processes involving a wide variety of texts, tasks, processes and products suited to the
various learning needs of diverse students
Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in the set of
professional standards for teachers

Philippine Professional Standards for Teachers 26

 Formative assessment Refers to a wide variety of methods that teachers use to conduct in-process evaluations of student
comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative
assessments help teachers identify concepts that students are struggling to understand, skills they are
having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be
made to lessons, instructional techniques, and academic support. (Please also refer to DepED Order No. 8,
s. 2015, p. 2 on its 3-paragraph definition.)

Higher Order Thinking Skills Complex thinking processes which include logical and critical analysis, evaluation and synthesis thinking
that enable individuals to reflect, solve problems and create products/solutions
Indicators Concrete, observable and measurable teacher behaviors/practices covered in every strand in the set of
professional standards for teachers
Indigenous groups People who have, under claims of ownership since time immemorial, occupied, possessed and utilized
ancestral territories, shared common bonds of language, customs, traditions, and other unique cultural
traits (RA 8371: IPRA)
Learner Attainment Data Evidence of learning, progress or achievement in learner performance reflected in various assessment
results, portfolios, class records and report cards
Learner interests Pertain to student’s personal preferences, likes or dislikes, which must be considered in the
teachinglearning process. The first step to differentiate for interests is to find out what learners care about
and like to do.

Learner needs Refer to an observable gap between the learner's present knowledge or competence and the curriculum
standards identified as necessary for the grade level.
Learner strengths Refer to the learner's present knowledge or competence that helps him/her in meeting the standards
identified.

Philippine Professional Standards for Teachers 27

 Learning experiences Refer to any interaction, course, program, or other involvement in which learning takes place, whether it
occurs in traditional academic settings (schools, classrooms) or nontraditional settings (outside-of-school
locations, outdoor environments), or whether it includes traditional educational interactions (students
learning from teachers and professors) or nontraditional interactions (students learning through games and
interactive software applications).

Learning Focused Instructional and assessment strategies that target meaningful learning
Learning goals Reflect long-term objectives to learn new skills, master new tasks, or understand new things. They refer to
specific knowledge, skills, attitudes and values stated as curriculum competencies that children must
develop as a result of the teaching-learning process
Learning Outcomes Products and performance targets through which students demonstrate the knowledge, skills and
attitudes they have learned

Learning Programs Organized and sequenced set of strategies, activities and tasks that effect learning
Learning/Teaching Contexts Teaching/learning situations and all the circumstances in which learners learn from instruction
Local curriculum Educational curriculum content that is informed by and responsive to the “cultural and socioeconomic
realities” (UNESCO, 2012; 31) of local populations in order to engage students in the learning process
Mother tongue The native language or the first language the learner learns as a child
National curriculum Subjects or topics taught in schools as prescribed by the Department of Education
Non-verbal communication strategies Communication that does not involve the use of words, e.g., facial expressions, gestures, and tone of voice

Non-violent discipline A form of discipline that avoids the use of punishment such as spanking, verbal abuse and humiliation (see
Positive discipline)
Numeracy and literacy skills Reading, writing, and mathematical skills needed to cope with everyday life

Philosophy of teaching Teachers’ views, understandings and conceptualization of teaching and learning

Philippine Professional Standards for Teachers 28

 Physical space/physical learning Any area conducive to learning which usually includes a safe classroom with appropriate devices for
environment teaching and learning
Positive discipline Non-violent, respectful and diplomatic means of disciplining a learner or managing learner behavior
through dialogue and counseling instead of punishment (see Non-violent discipline)
Positive use of ICT Responsible, ethical or appropriate use of ICT to achieve and reinforce learning
Professional collaboration Teachers working together with colleagues and other stakeholders to enrich the teaching-learning practice

Professional learning Something most teachers and educators do every day, as they reflect on their professional practice, work
together and share ideas, and strive to improve learner outcomes.
Professional network Refers to the connected community of educators, which may also be an online community like LinkedIn
among others. This is a vibrant, ever-changing group of connections to which teachers go to share and
learn. These groups reflect their values, passions, and areas of expertise.
Professional reflection Refers to the teacher’s capacity to reflect in action (while teaching) and on action (after teaching), which is
an important feature of professional development program for teachers.
Professional standards for teachers Public document that defines teacher quality through well-defined domains, strands, and indicators that
provide measures of professional learning, competent practice, and effective engagement
Purposive learning Knowledge and skills acquisition designed with a clear purpose, goal or objective in mind
Research-based knowledge Information, knowledge or data acquired through systematic investigation and logical study
School/learning/community context See learning context
Strand More specific dimensions of teacher practice under every domain in the set of professional standards for
teachers
Summative assessment Used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a
defined instructional period—typically at the end of a project, unit, quarter, semester, program, or school
year. (Please also refer to DepEd Order No. 8, s. 2015, pp. 2-3 for additional description of summative
assessment.)

Philippine Professional Standards for Teachers 29

 Teaching and learning resources Teaching aids and other materials that teachers use not only to enhance teaching and learning but also to
assist learners to meet the expectations for learning as defined by the curriculum.

Verbal communication strategies Oral or spoken means of transmitting information and meaning
Virtual space The online environment like the social media where people can interact
Wider school community Refers to both internal and external stakeholders

Philippine Professional Standards for Teachers 30

ACKNOWLEDGEMENTS Ezra B. de Jesus Felyn Cruz-Tayag)
Greg McPhan, Ph.D. Jonathan B. Erfe Director IV, Civil Service
THE PROJECT TEAM Principal Research Manager Beverly E. Estocapio Commission Human Resource
TECHNICAL WORKING GROUP Shiela Marie V. Gimeno Policies and Standards Office
Research Center for Teacher Dr. Rachelle B. Lintao
Quality (RCTQ) Allen U. Bautista, Ed.D. Jennifer Cheryl C. Lualhati Fe A. Hidalgo, Ph.D.
E. Lopez Ian Kenneth D. Magabilin President, Foundation for
Gina O. Gonong, Ph.D. Leana D. S. Patungan Upgrading the Standard of
Rossanna A. Mendiogarin
Director and Project Leader Chinita A. Tolentino Jessa P. Reynoso Education
Jerreld S. Romulo
Jennie V. Jocson, Ph.D. RESEARCH OFFICERS REFERENCE PANEL Atty. Teresita R. Manzala
Senior Program Manager
(represented by Dr. Paraluman
Victoria J. Delos Santos Ms. Hazel D. Aniceto (Chair) R. Giron)
Marilyn U. Balagtas, Ph.D. Donna Marie B. De Mesa Portfolio Manager, Australian Chairperson, Professional
Former Director
Maria Arsenia C. Gomez Embassy Regulation Commission
Ma. Concepcion B. Montenegro *Abelardo B. Medes
Teresita T. Rungduin, Ph.D.
Favian L. Noche Amelia A. Biglete, Ph.D. Chief Education Program
Senior Program Manager
Marla C. Papango Director IV, Office for Program Specialist, Education Assessment
Michael Wilson I. Rosero and Standards Development Division, Department of
SiMERR National Research Commission on Higher
Malvin R. Tabajen Education
Centre Education

John Pegg, Ph.D. Director SUPPORT STAFF *Clodualdo V. Paiton

Purita B. Bilbao, Ed.D.
Technical Specialist, Bureau of
Michael Jove B. Ablaza Chairperson, CHED Technical
Joy Hardy, Ph.D. Curriculum Development,
Roaima Lynn B. Antonio Panel for Teacher Education
Deputy Director Department of Education
Richard Jay J. Arias
Azucena P. Esleta
Ken Vine, Ph.D. Ranie B. Catimbang *Fernando M. Pantino
(represented by Ms. Ma. Paz
Principal Research Adviser Zhanina U. Custodio Senior Education Program

Philippine Professional Standards for Teachers 31

Specialist, Bureau of AUSTRALIAN EMBASSY – Dr. Twila G. Punsalan Maribel C. Gerundio
Secondary Manila COMMISSION ON HIGHER Glinore S. Morales
Education, Department of EDUCATION (CHED) Mary Leigh Ann C. Perez
Education Robyn Biti, Minister Counselor, Maria Ruth M. Regalado
Australian Agency for Dr. Minella C. Alarcon, Dr. Rita B. Ruscoe
Maria Lourdes D. Pantoja International Development Commissioner Joemar D. Sajona
Director IV, Bureau of Human Myla Zenaida C. Torio
Resource and Organization Felicity Lee, First Secretary Dr. Maria Cynthia Rose B. Marilou M. Ubiña
Development (Development) Bautista, Commissioner
Lordinio A. Vergara
UNIVERSITY OF NEW ENGLAND
Chito B. Salazar, Ph.D. Quintin G. Atienza II PHILIPPINE NORMAL - AUSTRALIA
President, Philippine Romelia I. Neri UNIVERSITY Dr. Rebecca Spence
Business
BASIC EDUCATION SECTOR Dr. Ester B. Ogena, President
for Education
TRANSFORMATION PROGRAM
(BEST) Dr. Wilma S. Reyes, Vice
Ethel Agnes P. Valenzuela, DEPARTMENT OF EDUCATION
President for Research,
Ed.D. Deputy Director for (DepEd)
Programme and Dr. Greg-Ryan Gadsden, Team Planning
Development, SEAMEO Leader and Quality Assurance
TEACHER EDUCATION COUNCIL
Secretariat (TEC)
Dr. Peter Grimes, Senior Marivilla Lydia B. Aggarao
*Representing the Directors Specialist for Teacher Emilio F. Aguinaldo Leonor M. Briones
of Development Gerry C. Areta Secretary, Department of
DepED Bureaus Gregorio B. Borines Education
Krupskaya M. Añonuevo Josephine M. Calamlam Ex-officio Chair, TEC
Dr. Nemah N. Hermosa Erwin R. Callo
Special thanks to: Soledad T. Lecaroz Vic Marie I. Camacho Runvi V. Manguerra, Ph.D.
Shirley N. Cerbo Executive Director II

Philippine Professional Standards for Teachers 32

 John Arnold S. Siena, Director T. Escobarte Allan G. Dr. Erlinda A. Atienza, Chief
Jayson A. Peñafiel IV, National Educators Academy Farnazo, Ph.D. Malcolm S. Education Program Supervisor,
Education Program of the Philippines Garma, CESO V Juliet A. Region XIII Human Resource
Supervisor DEPARTMENT OF Jeruta, Ph.D. Gemma M. Development Division
EDUCATION – CENTRAL Ledesma, CESO V Ponciano
DEPARTMENT OF EDUCATION-
OFFICE A. Menguito. Ed.D.
ARMM Ariel M. Azuelo, Administrative
Rizalino Jose T. Rosales
Officer V, Region IVCALABARZON
Br. Armin A. Luistro, FSC, Gilbert T. Sadsad, Ph.D.
Atty. Jamar M. Kulayan, Former Public Affairs Unit
Former Secretary Diosdado M. San Antonio, Ph.D.
Regional Secretary
Ruby Alma C. Torio, Ed.D.
Dr. Leonardo C. Canlas, Chief
Atty. Nepomuceno A. Beatriz G. Torno, Ph.D.
Education Program Supervisor,
Malaluan, Teresita M. Velasco, Ph.D.
Region III Policy, Planning and
Assistant Secretary and Chief Luisa B. Yu, Ph.D.
Research Division
of DEPARTMENT OF EDUCATION -
Staff REGIONAL OFFICES Angelina B. Castillo, EPS, Region
Regional Directors/Assistant IV-CALABARZON
Jesus Lorenzo R. Mateo, Regional Directors
Undersecretary for Planning
Jerome A. Chavez, EPS, Region
and Luz S. Almeda, Ph.D. SENIOR OFFICIALS
IV-CALABARZON
Field Operations Ramon Fiel G. Abcede Arturo
B. Bayocot, Ph.D. Dr. Flordeliza A. Alquiza, EPS,
Regan B. Dagadas, EPS II, Region
Dr. Dina Joana S. Ocampo, Isabelita M. Borres, Ph.D. Estela Officer-in-Charge, Quality
XII
Former Undersecretary for L. Cariño, Ed.D. Assurance Division, NCR
Curriculum and Instruction Atty. Shirley O. Chatto (retired)
Dr. Hja Jaliha Diwallay, Region
Rebecca V. Delapuz, Ph.D. IX
Rizalino D. Rivera, Former Dr. Bernadette J. Atienza, EPS,
Lorna D. Dino, Ph.D. Bervy C. Domingo, EPS, Region II
Undersecretary for Regional Region III Quality Assurance
Ellen B. Donato, Ed.D. May Quality Assurance Division
Operations B. Eclar, Ph.D. Atty. Alberto Division

Philippine Professional Standards for Teachers 33

Dr. Emiliano B. Elnar, Jr., Education Supervisor, Region II Resource Development Division Assurance Division
Chief Quality Assurance Division Jose Sario E. Poblete, EPS,
Education Program Region II Learning Resource Jerry B. Sario, Officer-in-Charge,
Supervisor, Gertrudes L. Malabanan, EPS, Management and Region II Human Resource
Region VII Curriculum and Region IV-CALABARZON Development Development Division
Learning Management Section
Division Dr. Joy C. Mangubat, EPS, Dr. Susan D. Severino, EPS,
Region X Macrino A. Raymundo, EPS, Region VI Human Resource
Dr. Cynthia D. Jacob, Chief, Region II Development Division
Region V Human Resource Lorna F. Mapinogos, Chief
Development Division Education Program Supervisor, Dr. Judith V. Romaguera, Chief All teachers, principals/school
Region XI Human Resource Education Program Supervisor, heads, supervisors,
Sammy C. Legaspi, Development Division Region IX Human Resource superintendents, pre-service
Information Development Division teachers, and educators who
Technology Officer I, Region I Dr. Luz E. Osmeña, Chief, took part in the development
Region Laurente A. Samala, EPS, work
Dr. Leoncio P. Lumaban, IV-CALABARZON Human Region
Chief IV-MIMAROPA Quality

Philippine Professional Standards for Teachers 34

 DEPARTMENT OF EDUCATION
DepEd Complex
Meralco Ave., Pasig City

TEACHER EDUCATION COUNCIL

Rooms 228-229 Mabini Bldg.,
DepEd Complex, Meralco Ave., Pasig City
(T) 638-61-70
(F) 638-61-72

Philippine Professional Standards for Teachers 35