PRESENTATION

OF
GROUP 03
LEARNING OBJECTIVES
RA: 6728 PPST
philippine professionals standards
An Act Providing for teachers
Assistance to This set of standards
Students and makes explicit what
teachers should know, be
Teachers in Private
able to do and value to
Education, and
achieve competence,
Appropriating Funds
improved student learning
RA:
SECTION 1-19

6728
 AN ACT PROVIDING
GOVERNMENT ASSISTANCE
TO STUDENTS AND
TEACHERS IN PRIVATE
EDUCATION AND
APPROPRIATING FUNDS
THEREFOR
 SECTION 01

This Act shall be known as the "Government Assistance to Students

and Teachers in Private Education Act.".
SECTION Declaration
02 of Policy. —

It is the declared policy of the State in conformity with the mandate of

the Constitution, to promote and make quality education accessible to
all Filipino citizens. The State also hereby recognizes the
complementary roles of public and private educational institutions in
the educational system and the invaluable contribution that the private
schools have made and will make to education. For these purposes the
State shall provide the mechanisms to improve quality in private
education by maximizing the use of existing resources of private
education, recognizing in the process the government responsibility to
provide basic elementary and secondary education as having priority
 SECTION 03

Criteria for Assistance. — The programs for assistance shall be based

on a set of criteria which shall include among others, tuition fees
charged by the schools, the socio-economic needs of each region,
overall performance of the schools, the academic qualifications and the
financial needs of the students, as well as the geographic spread and
In addition to the foregoing
size of student population. criteria, within such reasonable time as the
State Assistance Council may determine, student grantees under the
Private Education Student Financial Assistance Program shall be
enrolled in schools which have accredited programs or are applying for
accreditation as determined by the Federation of Accrediting Agencies
of the Philippines, namely: the Philippine Association of Accredited
Schools, Colleges and Universities, the Association of Christian Schools
Preference shall be given to students whose family income is not more
and Colleges Accrediting Agency, and the Philippine Association of
than thirty six thousand pesos (P 36,000) or such amount as may be
Colleges and Universities Commission on Accreditation.
For purposes of this Act, programs of assistance to students of private
post-secondary education shall likewise be extended to students of
community colleges and students in non-degree programs including
vocational and technical courses. Implementation of the program shall
encourage
SECTION 04 students
Forms toof undergo tertiary
Assistance. education
— Assistance in the education
to private same region
shal
where their families
1.Tuition reside. for students in private high schools,
of: supplements
fee
including students in vocational and technical courses;
2.High School Textbook Assistance Fund: Provided, That students in
public high schools shall be provided a comprehensive textbook
program under the Secondary Education Development Program
(SEDP);
3.Expansion of the existing Educational Service Contracting (ESC)
Scheme;
4.The voucher system of the Private Education Student Financial
Assistance Program (PESFA);
5.Scholarship grants to students graduating as valedictorians and
 SECTION 05 Tuition Fee Supplement for Student in Private High School. —
1.Financial assistance for tuition for students in private high
schools shall be provided by the government through a
voucher system in the Following manner:
a. For students enrolled in schools charging less than one thousand five
hundred pesos (P 1,500) per year in tuition and other fees during
school year 1988-1989 or such amount in subsequent years as may be
determined from time to time by the State Assistance Council: The
Government shall provide them with a voucher equal to two hundred
ninety pesos (P 290.00): Provided, That the student pays in the 1989-
1990 school year, tuition and other fees equal to the tuition and other
fees paid during the preceding academic year: Provided, further, That
the Government shall reimburse the vouchers from the schools
concerned within sixty (60) days from the close of the registration
b. For students enrolled in schools charging above one thousand five
period: Provided, furthermore, That the student's family .resides in the
hundred pesos (P 1,500) per year in tuition and other fees during the
same city or province in which the high school is located unless the
determined from time to time by the State Assistance Council, no
assistance for tuition fees shall be granted by the Government: Provided,
however, That the schools concerned may raise their tuition fees subject
to Section 10 hereof.
2. Assistance under paragraph (1), subparagraphs (a) and (b) shall be
granted and tuition fees under sub-paragraph (a) may be increased, on the
condition that seventy percent (70%) of the amount subsidized allotted for
tuition fee or of the tuition fee increases shall go to the payment of salaries,
wages, allowances and other benefits of teaching and non-teaching
personnel except administrators who are principal stockholders of the
school, and may be used to cover increases as provided for in the collective
bargaining agreements existing or in force at the time when this Act is
approved and made effective: Provided, That government subsidies are not
used directly for salaries of teachers of non-secular subjects. At least twenty
percent (20%) shall go to the improvement of modernization of buildings,
equipment, libraries, laboratories, gymnasia and similar facilities and to the
payment of other costs of operation. For this purpose, schools shall maintain
 SECTION 06 High School Textbook Assistance Fund. —
There shall be established in the Department of Education, Culture and
Sports (DECS) a High School Textbook Assistance Fund, so that an
assistance on a per student basis shall be given to private schools
charging less than one thousand five hundred pesos (Pl,500.00) for 1988-
1989 per year, or such amount in subsequent years as may be determined
from time to time by the State Assistance Council, exclusively for the
purchase of high school textbooks, in support of the implementation of
the Secondary Education Development Program: Provided, That such fund
shall not be used for the purchase of bonks that will advance or inhibit
SECTION 07 Expansion of the Existing Educational Service Contracting (E
sectarian interest: Provided, further, That such textbooks arc included in
—
a.
theThe
listDepartment
approved byofthe
Education, Culture
Department and Spurts
of Education, (DECS)and
Culture shall continue
Sports.
to enter into contracts with private schools whereby the Government
shall shoulder the tuition and other fee of excess students in public high
schools who shall enroll under this program. It shall settle all outstanding
a. The Department shall also enter into contract with private schools in
communities where there are no public high schools, in which case the
Department shall shoulder the tuition and other fees of students who
shall enroll in said private schools. The number of such schools
assisted by the program will be increased every year such that all
schools in this category will be assisted within. Four (4) years from the
promulgation of this Act.
b. The amount of assistance to be given by the Government under this
Section shall not exceed that determined as the per student cost in
public high schools.
c. The Department shall, fully pay the subsidized amount to
participating schools not later than the end of the school year, unless
the delay incurred is attributable to the participating schools.
e. The amount of assistance shall be allocated and distributed among
the fourteen (14) regions in proportion to the total population as well
 SECTION 08 Assistance to College Freshmen. —
The Voucher System of Private Education Student Financial Assistance
(PESFA) Program. The existing Private Education Student Financial
Assistance (PESFA) Program which covers decree and vocational/technical
courses shall be expanded so that a minimum of ten percent (10%) for the
school year 1989, fifteen percent (15%) for the school year 1990, twenty
percent (20%) for the school year 1991, twenty-five percent (25%) for the
school year 1992 and thereafter, of all enrolling first year students can
benefit from a full or partial scholarship, plus an allowance. Such financial
assistance shall be granted to deserving underprivileged students, who
shall be selected on the basis of family income, geographic spread and
results of competitive examinations to be given by the Department of
Education, Culture and Sports to students in all secondary schools. The
program shall be equitably allocated to provinces and cities in accordance
For
withpurposes
regional of this
and Act, an plans
national underprivileged
to priority student
coursesshall refer to a student
as determined by the
whose annualofgross
Department income,Culture
Education, if any, and
and that of the
Sports in combined annual
coordination withgross
the
a. Tuition Waiver. Private colleges and universities shall provide for full or
half tuition waivers for five percent (5%) of the entering freshmen, which
shall include among others, valedictorians and salutatorians of both public
high schools and private high schools charging less than one thousand five
hundred pesos (P 1,500) per student per year as of school year 1988-1989,
or such amount in subsequent years as may be determined by the State
Assistance Council: Provided, That those valedictorians and salutatorians
meet admission tests and retention requirements of the schools concerned.
For this purpose, the tuition rates for entering freshmen in all private
schools and colleges may be determined by the school itself, after
appropriate consultations with parents, students and the alumni of the
school. For this purpose, audited financial statements shall be made
available, to authorized representatives of these sectors.
c.
b. Allowance for Valedictorians.
other Honorees.Subject
In casetothe graduating
rules class is as
and regulations composed
may be
of more than by
promulgated twothe
hundred and fifty students,
State Assistance all salutatorians
Council, valedictorians and first
referred to
honorable mention graduates
under subparagraph thereof
(b) above, may, inmay also be
addition toentitled
tuition to the allowance
waivers granted
 SECTION 09 Further Assistance to Students in Private Colleges and Universi
Tuition fee supplements for non-freshmen students of private colleges
and universities in priority course programs determined by the
Department of Education, Culture and Sports shall be provided by the
government through a voucher system in the following manner:
a. For re-enrolling students in priority programs in schools charging an
effective per-unit tuition rate of eighty pesos (P 80) or leas per unit or
such amount in subsequent years as may be determined by the State
Assistance Council: The Government shall provide the student with a
voucher with a value equivalent to the tuition fee increase: Provided,
That all school in this category shall not be allowed to raise their fees by
more than twelve pesos (P 12.00) per unit, for both priority and non-
priority courses; and Provided, That such assistance shall be given only
b.
to For students
students whoinhave
schools chargingone
completed an effective
academic per-unit
year bytuition rate of
June 1989 in
more than
priority eighty and
programs pesos (P 80)
shall not per unit
apply to or suchcollege
future amountstudents
in subsequent
and to
years
currentascollege
may be determined
students from time
who transfer to time
outside of by theregion.
their State Assistance
 subject to Section 10 hereof: Provided, That they grant full or half tuition
waivers to five percent (5%) of all their students.
c. School with accredited programs charging a tuition rate of less than
eighty pesos (P 80.00) per unit or such amount in subsequent years as may
be determined from time to time by the State Assistance Council may
continue to determine tuition rates. Subject to Section 10 hereof, and non-
freshmen student in their accredited priority courses will be entitled to a
voucher equivalent to the tuition increase as in paragraph (a) hereof.
d. Government assistance and tuition increases as described in this Section
SECTION 10 Consultation. —
shall be govern by the same conditions as provided under Section 5 (2).
In any proposed increase in the rate of tuition fee, there shall be
appropriate consultations conducted by the school administration with the
duly organized parents and teachers associations and faculty association
with respect to secondary schools, and with students governments or
councils, alumni and faculty associations with respect to colleges. For this
purpose, audited financial statements shall be made available to authorized
representatives of these sectors. differences. In case of disagreement the
 SECTION 11 Education Loan Fund. —
a. "Study Now, Pay Later plan", There is hereby created a special fund to
be known as the Students Loan Fund to be administered by the
Department of Education, Culture and Sport, or upon delegation by the
Department, by the Student Loan Fund Authority created under Republic
Act No. 6014 which is hereby reinstituted pursuant to the terms of the
same Republic Act which shall be used to finance educational loans to
cover matriculation and other school fees and educational expenses for
book, subsistence, and board and lodging.
b. Amounts covering payments for tuition, matriculation and other school
fees shall be paid directly to the school concerned.
c. Any loan granted under this Section shall be paid by the student-debtor
d. Social
after he hasSecurity
finishedFund. The Social
the course Security
or profession forSystem Fund
which the shall of
proceed make
the
available low interest
loan was expended, buteducational
only after aloans
periodtoofits
twomembers
(2) yearsand
fromtothe
private
time
educational institution
he has acquired for schoolProvided,
an employment: building however,
and/or improvement
That interestofattheir
the
 SECTION 12 Limitation. — The right of any student to avail himself of the benefi
this Act shall not apply:
a. If he fails for one (1) school year in the majority of the academic
subjects in which he has enrolled during the course of his study unless
such failure is due to some valid cause beyond his control; and
b. If he enrolls for the first time, or transfers, outside of the region
where he is domiciled unless the course he wants to pursue is a priority
course as
SECTION 13determined
College by
Faculty the Department
Development Fund. of
— Education, Culture and
Sports and is not offered in any private school in his region.
For the purpose of improving the quality of teaching in higher
education, there is hereby established in Department of Education,
Culture and Sports a College Faculty Development Fund to provide for
scholarships for graduate degrees and non-decree workshops or
seminars for faculty members in private colleges and universities:
Provided, That faculty member recipients of such scholarships shall serve
three (3) years return service for every year of scholarship availed of.
 SECTION 14 Program Administration/Rule and Regulations. —

The State Assistance Council shall be responsible for policy guidance and
direction, monitoring and evaluation of new and existing programs, and the
promulgation of rules and regulations while the Department of Education,
Culture and Sports shall be responsible for the day to day administration
and program implementation. Likewise, it may engage the services and
The State Assistance Council (SAC), hereinafter known as the Council, shall
support of any qualified government or private entity for its
be headed by the Secretary of Education, Culture and Sports as chairman,
implementation.
with representatives from NEDA, DBM, DOST and representatives from duly
organized nationwide associations of teachers, students and school
administrators as members. The last three (3) members shall be appointed
by
Thethe President
Council shall upon
meet,the recommendation
from ofthe
time to time, as their respective
need sectors
arises, to assessfor a
the
term of fourof(4)the
effectivity years.
programs and to ensure that schools, colleges and
universities where student recipients are enrolled continue to provide
quality education. For this purpose, the Council shall establish criteria,
including accreditation status, to determine which schools, colleges and
 SECTION 15 Appropriations. —

a. The appropriations of the Department of Education, Culture and Sports

authorized in General, Appropriations Act for Fiscal Year 1989, Republic Act
No. 6088, for A.7.d Implementation of programs for secondary education,
A.7.e Implementation of programs for higher education, A.7.g
Implementation of free secondary education shall be reduced as far as
practicable on a proportionate basis by region to provide funds for the
requirements of this Act in Fiscal Year 1989: Provided, That savings from
any other item
1.Portions of appropriation
of the coconut leviesofauthorized
the Department of Education,
under Republic Culture
Act No.6260
andand
Sports may be utilized
presidential Decree for
No.the implementation
1468 and other laws of earmarked
this Act in to
Fiscal Year
finance,
1989: Provided, for
scholarships further, That any
the benefit deficiency children
of deserving shall be taken
of the from anyfarmers,
coconut or all of
theand
following sources:thereof: Provided, That such funds shall be used
the income
exclusively for the program of assistance for said children including their
books, board and lodging and other allowances in case these are not
provided in a particular program of assistance;
2.Twenty percent (20%) of the travel tax and airport departure tax
4. Ten percent (10%) of the net income of the Development Bank of the
Philippines;
5. Portions of the Overseas Welfare Fund to benefit the dependents or
children of overseas worker; and
6. Any other lump sum appropriations or collections under the
Provided, finally, That the total amount made available to carry out thy
supervision and control of the Office of the President.
purposes of this Act shall not exceed Five hundred million pesos (P 500
M) for Fiscal Year 1989.
Thereafter, such amount as may be necessary for its continued
implementation shall be included in the annual General Appropriations
Act.
b. The amount of assistance on a per student basis as determined
under Section 5 (a) and (b) and Section 9 (a) of this Act shall remain
the same for the subsequent years unless Congress provides
otherwise.
 SECTION 16 Penalties. —
In case of any violation of the provisions of this Act or the rules and
regulation promulgated pursuant thereto by institution, the Department of
Education, Culture and Sports, upon the recommendation of the Council,
may bar the institution from participating in or benefiting from the program
of this Act, and from other programs of the Department; without prejudice
to administrative and criminal charges as may be filed against the school
Any school who shall refuse, as required under
and/or its responsible officers under existing laws.paragraph (1) (c) of Section
5, Section 8 (b) and Section 9 (b), to furnish copies of their audited financial
statements to concerned sectors with whom they are having consultations
prior to tuition fee increases, shall forfeit the right to increase their tuition
fees, in addition to other penalties or sanctions as may be imposed under
SECTION 17 Repealing Clause. —
the preceding paragraph or by existing laws.
All laws and decrees particularly Presidential Decree Nos. 932 and 1371
and such letters of instruction, rules and regulations or parts thereof which
are inconsistent with this Act are hereby repealed or modified accordingly.
 SECTION 18 Separability Clause. —
If any provision of this Act is declared unconstitutional, the same shall
not affected the validity and effectivity of the other provisions not
affected thereby.
SECTION 19 Effectivity Clause. —

This Act shall take effect immediately upon its publication in English in
an English newspaper and in Filipino in a Filipino newspaper, both of
general circulation.
PHILIPPINE
PROFESSIONA
L
STANDARDS
FOR
TEACHERS
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.
 NATIONAL ADOPTION AND IMPLEMENTATION OF THE
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
To:
Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned

1. In line with the new professional standards for teachers, the

Department of Education
(DepEd), through the Teacher Education Council (TEC), issues this
DepEd Order entitled National Adoption and Implementation of the
2. The DepEd recognizes the importance of professional standards in the
continuing professional development and advancement of teachers based
on the principle of lifelong learning. It is committed to supporting
teachers, and taking cognizance of unequivocal evidence that good
teachers are vital to raising student achievement. Quality learning is
contingent upon quality teaching. Hence, enhancing teacher quality
3. The changes brought about by various national and global frameworks
becomes of utmost importance for long term and sustainable nation
such as the K to 12 Reform, ASEAN Integration, globalization, and the
building.
changing character of the 21st century learners necessitate the
improvements and call for the rethinking of the National Competency-
Based Teacher Standards (NCBTS); hence, the development of the PPST.
4. The PPST aims to:
a. set out clear expectations of teachers along well-defined career stages
of professional development from beginning to distinguished practice;
b. engage teachers to actively embrace a continuing effort in attaining
proficiency; and
c. apply a uniform measure to assess teacher performance, identify
5. The PPST shall be used as a basis for all learning and development
programs for teachers to ensure that teachers are properly equipped to
effectively implement the K to 12 Program. It can also be used for the
selection and promotion of teachers. All performance appraisals for
teachers shall be based on this set of standards.
6. The regional offices shall be supported by their training and
development personnel to organize and orient all the schools divisions
within their jurisdiction for the PPST. In addition, it shall take charge of
the monitoring and evaluation at the division level implementation. The
schools division office shall have the same functions and
responsibilities in the school districts and secondary schools.
 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).
PROFESSIONALS 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
 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
The following describes the breadth of 7 Domains that are required by
broader and more complex range of teaching/learning situations.
teachers to be effective in the 21st Century in the Philippines. Quality
teachers in the Philippines need to possess the following
• recognize the importance of mastery of content knowledge and its
characteristics:
interconnectedness within and across curriculum areas, coupled with a
sound and critical understanding of the application of theories and
principles
• provideoflearning
teaching and learning. that are safe, secure, fair and
environments
supportive in order to promote learner responsibility and achievement.
• establish learning environments that are responsive to learner
• interact with the national and local curriculum requirements.

• apply a variety of assessment tools and strategies in monitoring,

evaluating, documenting and reporting learners’ needs, progress and
achievement.
• establish school-community partnerships aimed at enriching the
learning environment, as well as the community’s engagement in the
educative process.
• 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.
CAREER
STAGES
 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
The followingofstatements,
complexities which
educational define the work of teachers at different
reforms.
career stages, make explicit the elements of high-quality teaching for the
21st 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

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.
 CAREER STAGE 2 OR PROFICIENT TEACHERS

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

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
 CAREER STAGE 4 OR DISTINGUISHED TEACHERS

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
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 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
 DOMAIN 2, LEARNING ENVIRONMENT, CONSISTS OF SIX
STRANDS:

1.Learner safety and security

2.Fair learning environment
3.Management of classroom structure and activities
4.Support for learner participation
5.Promotion of purposive learning
6.Management of learner behavior
 DOMAIN 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.
 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 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.
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
 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.
 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 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
 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
 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.
THE
END!
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