DepEd Order No. 42, s. 2017: Philippine Professional Standards for Teachers (PPST)

DepEd Order No. 42, s. 2017, dated August 11, 2017, is titled National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST). Issued through the Teacher Education Council (TEC), it makes the PPST the national standard for what teachers should know, be able to do, and value. It is signed by Secretary Leonor Magtolis Briones.

The PPST is built on the earlier National Competency-Based Teacher Standards (NCBTS). It describes teacher quality through 7 domains, 37 strands, and indicators for 4 career stages. This page gives the order, the full standards, and the glossary, so teachers can use it for self-assessment, development plans, and performance reviews.

On this page 10 sections

Key points of DepEd Order No. 42, s. 2017

• Why the PPST was developed: The K to 12 Reform, ASEAN Integration, globalization, and the changing character of 21st-century learners called for rethinking the NCBTS.
• What the PPST aims to do:
  1. Set clear expectations of teachers along well-defined career stages, from beginning to distinguished practice.
  2. Engage teachers to keep working toward proficiency.
  3. Apply a uniform measure to assess teacher performance, identify needs, and support professional development.
• How it is used: The PPST is the basis for all learning and development programs for teachers, so they are equipped to implement the K to 12 Program. It can also be used in the selection and promotion of teachers. All performance appraisals for teachers shall be based on these standards.

Who it covers

The order is addressed to Undersecretaries, Assistant Secretaries, Bureau and Service Directors, Regional Directors, Schools Division Superintendents, heads of public and private elementary and secondary schools, and all others concerned.

What offices need to do

• Regional offices, supported by their training and development personnel, organize and orient all schools divisions in their area on the PPST, and monitor and evaluate implementation at the division level.
• Schools division offices have the same functions for the school districts and secondary schools under them.
• Reporting: Regional offices report on the orientation and related activities to the Office of the Secretary through the Teacher Education Council.
• The order directs immediate dissemination and strict compliance.

Why teacher standards matter

The PPST states that teachers play a crucial role in nation-building. Quality teachers help develop holistic learners who are steeped in values and equipped with 21st-century skills. This supports the DepEd 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). Evidence shows that good teachers are vital to raising student achievement: quality learning depends on quality teaching.

From NCBTS to PPST

• The NCBTS was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepEd Order No. 32, s. 2009, as part of the Basic Education Sector Reform Agenda (BESRA). It drew on lessons from 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 changed teacher quality requirements and called for teachers equipped for K to 12 roles.
• The PPST, built on the NCBTS, covers teacher quality from pre-service education to in-service training. It is founded on learner-centeredness, lifelong learning, and inclusivity, among others.
• The standards are a public statement of professional accountability that helps teachers reflect on and assess their own practice.

The 7 domains and 37 strands at a glance

Domain	Number of strands
1. Content Knowledge and Pedagogy	7
2. Learning Environment	6
3. Diversity of Learners	5
4. Curriculum and Planning	5
5. Assessment and Reporting	5
6. Community Linkages and Professional Engagement	4
7. Personal Growth and Professional Development	5

The 4 career stages

The PPST sees teacher development as a continuum from beginning to exemplary practice, anchored on lifelong learning.

• Career Stage 1, Beginning Teachers: have gained the qualifications for entry into the profession. They understand the subjects they were trained in, in content and pedagogy, and have the knowledge, skills, and values that support teaching and learning. They manage learning programs with strategies based on their students’ learning needs, and seek advice from experienced colleagues.
• Career Stage 2, Proficient Teachers: are professionally independent in applying skills vital to teaching and learning. They provide focused teaching programs that meet curriculum and assessment requirements, show skill in planning, implementing, and managing learning programs, and engage in collaborative learning with the professional community. They are reflective practitioners who consolidate the practices of Career Stage 1.
• Career Stage 3, Highly Proficient Teachers: consistently show a high level of performance and an in-depth understanding of teaching and learning. They have high education-focused situation cognition, are adept at problem solving, and make the most of experience. They support and mentor colleagues, and keep developing by reflecting on their own needs and those of colleagues and students.
• Career Stage 4, Distinguished Teachers: embody the highest standard for teaching grounded in global best practices. They improve their own practice and that of others, and are recognized as leaders in education, contributors to the profession, and initiators of collaborations and partnerships. They create lifelong impact on colleagues, students, and others, seek professional advancement, and inspire the education community to improve education in the Philippines.

Domains, strands, and indicators by career stage

Each strand has one indicator per career stage. The last digit of the code shows the stage: .1 Beginning, .2 Proficient, .3 Highly Proficient, .4 Distinguished.

Domain 1. Content Knowledge and Pedagogy

This domain covers mastery of content and its links within and across curriculum areas, sound understanding of teaching and learning theories, developmentally appropriate pedagogy grounded on research, proficiency in Mother Tongue, Filipino, and English, and skill in communication strategies, teaching strategies, and technologies.

Strand 1.1: Content knowledge and its application within and across curriculum areas

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

Strand 1.2: Research-based knowledge and principles of teaching and learning

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

Strand 1.3: Positive use of ICT

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

Strand 1.4: Strategies for promoting literacy and numeracy

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

Strand 1.5: Strategies for developing critical and creative thinking, as well as other higher-order thinking skills

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

Strand 1.6: Mother Tongue, Filipino and English in teaching and learning

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

Strand 1.7: Classroom communication strategies

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

Domain 2. Learning Environment

This domain is about providing learning environments that are safe, secure, fair, and supportive, managing learner behavior in physical and virtual spaces, and using a range of resources and challenging activities to reach high standards of learning.

Strand 2.1: Learner safety and security

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

Strand 2.2: Fair learning environment

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

Strand 2.3: Management of classroom structure and activities

• 2.3.1 Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within the available physical learning environments.
• 2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
• 2.3.3 Work with colleagues to model and share effective techniques in the management of classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
• 2.3.4 Model exemplary practices in the management of classroom structure and activities, and lead colleagues at the whole-school level to review and evaluate their practices.

Strand 2.4: Support for learner participation

• 2.4.1 Demonstrate understanding of supportive learning environments that nurture and inspire learner participation.
• 2.4.2 Maintain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning.
• 2.4.3 Work with colleagues to share successful strategies that sustain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning.
• 2.4.4 Facilitate processes to review the effectiveness of the school’s learning environment to nurture and inspire learner participation.

Strand 2.5: Promotion of purposive learning

• 2.5.1 Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning.
• 2.5.2 Apply a range of successful strategies that maintain learning environments that motivate learners to work productively by assuming responsibility for their own learning.
• 2.5.3 Model successful strategies and support colleagues in promoting learning environments that effectively motivate learners to work productively by assuming responsibility for their own learning.
• 2.5.4 Lead and empower colleagues in promoting learning environments that effectively motivate learners to achieve quality outcomes by assuming responsibility for their own learning.

Strand 2.6: Management of learner behavior

• 2.6.1 Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior.
• 2.6.2 Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments.
• 2.6.3 Exhibit effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learning-focused environments.
• 2.6.4 Provide leadership in applying a wide range of strategies in the implementation of positive and non-violent discipline policies/procedures to ensure learning-focused environments.

Domain 3. Diversity of Learners

This domain is about learning environments that respond to learner diversity, respecting learners’ characteristics and experiences when planning lessons, celebrating diversity, and using differentiated teaching so all learners can succeed.

Strand 3.1: Learners’ gender, needs, strengths, interests and experiences

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

Strand 3.2: Learners’ linguistic, cultural, socio-economic and religious backgrounds

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

Strand 3.3: Learners with disabilities, giftedness and talents

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

Strand 3.4: Learners in difficult circumstances

All four indicators refer to the special educational needs of learners in difficult circumstances, including geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices.

• 3.4.1 Demonstrate understanding of the special educational needs of learners in difficult circumstances.
• 3.4.2 Plan and deliver teaching strategies that are responsive to the special educational needs of learners in difficult circumstances.
• 3.4.3 Evaluate with colleagues teaching strategies that are responsive to the special educational needs of learners in difficult circumstances.
• 3.4.4 Model a range of high level skills responsive to the special educational needs of learners in difficult circumstances.

Strand 3.5: Learners from indigenous groups

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

Domain 4. Curriculum and Planning

This domain covers teachers’ knowledge of the national and local curriculum, turning curriculum content into relevant learning activities, planning well-structured and sequenced lessons alone or with colleagues, using a range of resources, and communicating learning goals to learners.

Strand 4.1: Planning and management of teaching and learning process

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

Strand 4.2: Learning outcomes aligned with learning competencies

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

Strand 4.3: Relevance and responsiveness of learning programs

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

Strand 4.4: Professional collaboration to enrich teaching practice

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

Strand 4.5: Teaching and learning resources including ICT

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

Domain 5. Assessment and Reporting

This domain covers the assessment tools and strategies teachers use to monitor, evaluate, document, and report learners’ needs, progress, and achievement, the use of assessment data to improve teaching, and feedback to learners about learning outcomes.

Strand 5.1: Design, selection, organization and utilization of assessment strategies

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

Strand 5.2: Monitoring and evaluation of learner progress and achievement

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

Strand 5.3: Feedback to improve learning

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

Strand 5.4: Communication of learner needs, progress and achievement to key stakeholders

• 5.4.1 Demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement.
• 5.4.2 Communicate promptly and clearly the learners’ needs, progress and achievement to key stakeholders, including parents/guardians.
• 5.4.3 Apply skills in the effective communication of learner needs, progress and achievement to key stakeholders, including parents/guardians.
• 5.4.4 Share with colleagues a wide range of strategies that ensure effective communication of learner needs, progress and achievement to key stakeholders, including parents/guardians.

Strand 5.5: Use of assessment data to enhance teaching and learning practices and programs

• 5.5.1 Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs.
• 5.5.2 Utilize assessment data to inform the modification of teaching and learning practices and programs.
• 5.5.3 Work collaboratively with colleagues to analyze and utilize assessment data to modify practices and programs to further support learner progress and achievement.
• 5.5.4 Lead colleagues to explore, design and implement effective practices and programs using information derived from assessment data.

Domain 6. Community Linkages and Professional Engagement

This domain covers school-community partnerships, linking classroom learning to the experiences and aspirations of the wider community, and upholding professional ethics, accountability, and transparency in relationships with learners, parents, schools, and the community.

Strand 6.1: Establishment of learning environments that are responsive to community contexts

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

Strand 6.2: Engagement of parents and the wider school community in the educative process

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

Strand 6.3: Professional ethics

• 6.3.1 Demonstrate awareness of existing laws and regulations that apply to the teaching profession, and become familiar with the responsibilities specified in the Code of Ethics for Professional Teachers.
• 6.3.2 Review regularly personal teaching practice using existing laws and regulations that apply to the teaching profession and the responsibilities specified in the Code of Ethics for Professional Teachers.
• 6.3.3 Discuss with colleagues teaching and learning practices that apply existing codes, laws and regulations that apply to the teaching profession, and the responsibilities specified in the Code of Ethics for Professional Teachers.
• 6.3.4 Lead colleagues in the regular review of existing codes, laws and regulations that apply to the teaching profession, and the responsibilities as specified in the Code of Ethics for Professional Teachers.

Strand 6.4: School policies and procedures

• 6.4.1 Demonstrate knowledge and understanding of school policies and procedures to foster harmonious relationship with the wider school community.
• 6.4.2 Comply with and implement school policies and procedures consistently to foster harmonious relationships with learners, parents, and other stakeholders.
• 6.4.3 Exhibit commitment to and support teachers in the implementation of school policies and procedures to foster harmonious relationships with learners, parents and other stakeholders.
• 6.4.4 Evaluate existing school policies and procedures to make them more responsive to the needs of the learners, parents and other stakeholders.

Domain 7. Personal Growth and Professional Development

This domain covers teachers’ high regard for the profession, shown through a caring attitude, respect, and integrity, as well as personal and professional reflection and responsibility for lifelong learning.

Strand 7.1: Philosophy of teaching

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

Strand 7.2: Dignity of teaching as a profession

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

Strand 7.3: Professional links with colleagues

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

Strand 7.4: Professional reflection and learning to improve practice

• 7.4.1 Demonstrate an understanding of how professional reflection and learning can be used to improve practice.
• 7.4.2 Develop a personal professional improvement plan based on reflection of one’s practice and ongoing professional learning.
• 7.4.3 Initiate professional reflections and promote learning opportunities with colleagues to improve practice.
• 7.4.4 Demonstrate leadership within and across school contexts in critically evaluating practice and setting clearly defined targets for professional development.

Strand 7.5: Professional development goals

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

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, generally the arrangement of chairs, tables, and other equipment, designed to maximize learning.
• Content knowledge: Competencies that teachers are expected to master 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: Exploring ideas, generating possibilities, and looking for many right answers rather than just one.
• Critical thinking skills: Intellectual skills used when students analyze, evaluate, interpret, or synthesize information and apply creative thought to form an argument, solve a problem, or reach a conclusion.
• Developmentally appropriate learning experience: Activities and tasks suited to the needs, abilities, skills, and developmental level of learners.
• Diagnostic assessment: Assesses what the learner already knows before instruction and analyzes difficulties and misconceptions that might affect learning of newer concepts. Under DepEd Order No. 8, s. 2015, there are only two types of classroom assessment, 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 learning needs of diverse students.
• Domain: Broad conceptual sphere of teaching and learning practices defined by specific strands in the standards.
• Formative assessment: Methods teachers use for in-process evaluation of student comprehension, learning needs, and progress during a lesson, unit, or course, so that lessons, techniques, and support can be adjusted. (See also DepEd Order No. 8, s. 2015, p. 2.)
• Higher order thinking skills: Complex thinking processes, including logical and critical analysis, evaluation, and synthesis, that enable individuals to reflect, solve problems, and create products or solutions.
• Indicators: Concrete, observable, and measurable teacher behaviors or practices covered in every strand.
• Indigenous groups: People who have, under claims of ownership since time immemorial, occupied, possessed, and utilized ancestral territories and share common bonds of language, customs, traditions, and other unique cultural traits (RA 8371: IPRA).
• Learner attainment data: Evidence of learning, progress, or achievement reflected in assessment results, portfolios, class records, and report cards.
• Learner interests: Students’ personal preferences, likes, or dislikes, which must be considered in teaching and learning. The first step to differentiate for interests is to find out what learners care about and like to do.
• Learner needs: An observable gap between the learner’s present knowledge or competence and the curriculum standards for the grade level.
• Learner strengths: The learner’s present knowledge or competence that helps in meeting the standards.
• Learning experiences: Any interaction, course, program, or other involvement in which learning takes place, in traditional or nontraditional settings and through traditional or nontraditional interactions, such as games and interactive software.
• Learning focused: Instructional and assessment strategies that target meaningful learning.
• Learning goals: Long-term objectives to learn new skills, master new tasks, or understand new things; the knowledge, skills, attitudes, and values stated as curriculum competencies.
• Learning outcomes: Products and performance targets through which students show what they have learned.
• Learning programs: An organized and sequenced set of strategies, activities, and tasks that effect learning.
• Learning/teaching contexts: Teaching and learning situations and all the circumstances in which learners learn from instruction.
• Local curriculum: Curriculum content informed by and responsive to the cultural and socioeconomic realities of local populations (UNESCO, 2012).
• Mother tongue: The native language or first language a 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 without words, such as facial expressions, gestures, and tone of voice.
• Non-violent discipline: Discipline that avoids 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.
• Physical space/physical learning environment: Any area conducive to learning, usually a safe classroom with appropriate devices for teaching and learning.
• Positive discipline: Non-violent, respectful, and diplomatic means of managing learner behavior through dialogue and counseling instead of punishment.
• Positive use of ICT: Responsible, ethical, or appropriate use of ICT to achieve and reinforce learning.
• Professional collaboration: Teachers working with colleagues and other stakeholders to enrich teaching and learning.
• Professional learning: What teachers do every day as they reflect on their practice, work together, share ideas, and strive to improve learner outcomes.
• Professional network: A connected community of educators, which may be an online community, where teachers share and learn.
• Professional reflection: A teacher’s capacity to reflect in action (while teaching) and on action (after teaching).
• Professional standards for teachers: A public document that defines teacher quality through domains, strands, and indicators measuring professional learning, competent practice, and effective engagement.
• Purposive learning: Knowledge and skills acquisition with a clear purpose, goal, or objective.
• Research-based knowledge: Information acquired through systematic investigation and logical study.
• School/learning/community context: See learning context.
• Strand: More specific dimensions of teacher practice under every domain.
• Summative assessment: Evaluates learning, skill acquisition, and achievement at the end of a defined period, such as a project, unit, quarter, semester, program, or school year. (See also DepEd Order No. 8, s. 2015, pp. 2-3.)
• Teaching and learning resources: Teaching aids and materials that help learners meet the expectations of the curriculum.
• Verbal communication strategies: Oral or spoken means of transmitting information and meaning.
• Virtual space: The online environment, such as social media, where people interact.
• Wider school community: Both internal and external stakeholders.

Related resources

• DepEd vision, mission, mandate, and core values
• National Competency-Based Standards for School Heads (NCBS-SH)
• Philippine Teachers Professionalization Act of 1994 (Republic Act No. 7836)
• Alternative Learning System (ALS) Curriculum for Indigenous Peoples (IPs) Education
• 2021 DepEd Alternative Learning System (ALS)
• Omnibus Policy on Kindergarten Education

Frequently asked questions