Philippine-Professional-Standards-for-Teachers (1).pdf

Philippine Professional Standards for Teachers 1  CONTENTS Table of Contents i Introduction ii...

Philippine Professional Standards for Teachers 1  CONTENTS Table of Contents i Introduction ii Role of teachers ii Professional standards for teachers ii Teacher quality in the Philippines iii Career Stages vi Philippine Professional Standards for Teachers 1 Glossary of Terms 16 Acknowledgements 20 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 i  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 ii  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 iii   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: 1. Learner safety and security Philippine Professional Standards for Teachers iv  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 Domain 6, Community Linkages and Professional Engagement, consists of four strands: 1. Establishment of learning environments that are responsive to community context Philippine Professional Standards for Teachers v  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. 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 Philippine Professional Standards for Teachers vi 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 vii  PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS CAREER STAGES 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 They consistently seek professional the learning and practice potential of advancement and relevance in pursuit of They seek advice from experienced They are reflective practitioners who their colleagues. teaching quality and excellence. colleagues to consolidate their continually consolidate the teaching practice. knowledge, skills and practices of They continually seek to develop their They exhibit commitment to inspire the Career Stage 1 teachers. professional knowledge and practice by education community and stakeholders reflecting on their own needs, and those for the improvement of education of their colleagues and students. provision in the Philippines. Philippine Professional Standards for Teachers 1  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 high- quality 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 Content knowledge and its knowledge and its application content within and across applications of content practice to improve the application within and across within and/or across curriculum curriculum teaching areas. knowledge within and across applications of content curriculum areas teaching areas. curriculum teaching areas. knowledge within and 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 research- knowledge and principles of colleagues in the conduct and advancement of the art and principles of teaching and based knowledge and principles teaching and learning to application of research to enrich science of teaching based on learning of teaching and learning. enhance professional practice. knowledge of content and their comprehensive pedagogy. knowledge of research and pedagogy. 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. Philippine Professional Standards for Teachers 2 Strand 1.4 1.4.1 Demonstrate knowledge 1.4.2 Use a range of teaching 1.4.3 Evaluate with colleagues 1.4.4 Model a comprehensive Strategies for promoting literacy of teaching strategies that strategies that enhance learner the effectiveness of teaching selection of effective teaching and numeracy promote literacy and numeracy achievement in literacy and strategies that promote learner strategies that promote skills. numeracy skills. achievement in literacy and learner achievement in literacy numeracy. and 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 strategies to develop critical effective teaching strategies to reviewing, modifying and and creative thinking, as well as creative thinking, and/or other and creative thinking, as well as promote critical and creative expanding their range of other higher-order thinking skills higher-order thinking skills. other higher-order thinking thinking, as well as other teaching strategies that skills. higher-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 of Mother Tongue, Filipino and Mother Tongue, Filipino and and learning. English to improve teaching and English in teaching and learning, as well as to develop learning to facilitate the the learners’ pride of their learners’ language, cognitive language, heritage and culture. and academic development and to foster pride of their language, heritage and culture. 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 Classroom communication understanding of the range of non-verbal classroom effective verbal and non-verbal practice in the use of effective strategies verbal and non-verbal communication strategies to classroom communication verbal and non-verbal classroom communication support learner understanding, strategies to support learner classroom communication strategies that support learner participation, engagement and understanding, participation, strategies to support learner understanding, participation, achievement. engagement and achievement. understanding, participation, engagement and achievement. engagement and achievement in different learning contexts. Philippine Professional Standards for Teachers 3 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 2.1.2 Establish safe and secure 2.1.3 Exhibit effective strategies 2.1.4 Apply comprehensive Learner safety and security of 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 procedures. policies, guidelines and of safe and secure learning procedures. environments for learners. 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 2.3.2 Manage classroom 2.3.3 Work with colleagues to 2.3.4 Model exemplary Management of classroom of managing classroom structure to engage learners, model and share effective practices in the management structure and activities structure that engages learners, individually or in groups, in techniques in the management of classroom structure and individually or in groups, in meaningful exploration, of classroom structure to activities, and lead colleagues meaningful exploration, discovery and hands-on engage learners, individually or at the whole-school level to discovery and hands-on activities within a range of in 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. Philippine Professional Standards for Teachers 4 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. Strand 2.5 2.5.1 Demonstrate knowledge 2.5.2 Apply a range of 2.5.3 Model successful 2.5.4 Lead and empower Promotion of purposive learning of learning environments that successful strategies that strategies and support colleagues in promoting motivate learners to work maintain learning environments colleagues in promoting learning environments that productively by assuming that motivate learners to work learning environments that effectively motivate learners to responsibility for their own productively by assuming effectively motivate learners to achieve quality outcomes by learning. responsibility for their own work productively by assuming assuming responsibility for learning. responsibility for their own their own learning. learning. Strand 2.6 2.6.1 Demonstrate knowledge 2.6.2 Manage learner behavior 2.6.3 Exhibit effective and 2.6.4 Provide leadership in Management of learner behavior of 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 learning- positive and non-violent implementation of positive and focused environments. discipline to ensure learning- non-violent discipline focused environments. policies/procedures to ensure learning-focused environments. Philippine Professional Standards for Teachers 5 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 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 learner- 3.2.3 Exhibit a learner-centered 3.2.4 Model exemplary Learners’ linguistic, cultural, strategies that are responsive to centered culture by using culture that promotes success teaching practices that socio-economic and religious the learners’ linguistic, cultural, teaching strategies that respond by using effective teaching recognize and affirm diverse backgrounds socio-economic and religious to their linguistic, cultural, strategies that respond to their linguistic, cultural, socio- backgrounds. socio-economic and religious linguistic, cultural, socio- economic and religious backgrounds. economic 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 3.3.4 Lead colleagues in Learners with disabilities, to learners with disabilities, implement teaching strategies design, adapt and implement designing, adapting and giftedness and talents giftedness and talents. that are responsive to learners teaching strategies that are implementing teaching with disabilities, giftedness and responsive to learners with strategies that are responsive talents. disabilities, giftedness and to learners with disabilities, talents. giftedness and talents. Philippine Professional Standards for Teachers 6 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 3.5.2 Adapt and use culturally 3.5.3 Develop and apply 3.5.4 Show comprehensive Learners from indigenous groups of 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. Philippine Professional Standards for Teachers 7 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. 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 Planning and management of sequenced teaching and implement developmentally effective strategies in the practice and lead colleagues in teaching and learning process learning processes to meet sequenced teaching and planning and management of enhancing current practices in curriculum requirements. learning processes to meet developmentally sequenced the planning and management curriculum requirements and teaching and learning processes of developmentally sequenced varied teaching contexts. to meet curriculum teaching and learning requirements and varied processes. 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. Philippine Professional Standards for Teachers 8 Strand 4.3 4.3.1 Demonstrate knowledge 4.3.2 Adapt and implement 4.3.3 Work collaboratively with 4.3.4 Provide advice in the Relevance and responsiveness of in the implementation of learning programs that ensure colleagues to evaluate the design and implementation of learning programs relevant and responsive relevance and responsiveness design of learning programs relevant and responsive learning programs. to the needs of all learners. that develop the knowledge and learning programs that skills of learners at different develop the knowledge and ability levels. skills of learners at different ability levels. 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 teaching practice teaching practice. learner feedback to enrich plan, facilitate, and enrich plan and implement strategies teaching practice. teaching practice. that enrich teaching practice. Strand 4.5 4.5.1 Show skills in the 4.5.2 Select, develop, organize 4.5.3 Advise and guide 4.5.4 Model exemplary skills Teaching and learning resources selection, development and use and use appropriate teaching colleagues in the selection, and lead colleagues in the including ICT of a variety of teaching and and learning resources, organization, development and development and evaluation of learning resources, including including ICT, to address use of appropriate teaching and teaching and learning ICT, to address learning goals. learning goals. learning resources, including resources, including ICT, for ICT, to address specific learning use within and beyond the goals. school. Philippine Professional Standards for Teachers 9 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 Strand 5.1 5.1.1 Demonstrate knowledge 5.1.2 Design, select, organize 5.1.3 Work collaboratively with 5.1.4 Lead initiatives in the Design, selection, organization of 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 5.2.2 Monitor and evaluate 5.2.3 Interpret collaboratively 5.2.4 Provide advice on, and Monitoring and evaluation of 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. Philippine Professional Standards for Teachers 10 Strand 5.3 5.3.1 Demonstrate knowledge 5.3.2 Use strategies for 5.3.3 Use effective strategies for 5.3.4 Exhibit exemplary skills Feedback to improve learning of providing timely, accurate providing timely, accurate and providing timely, accurate and and lead initiatives to support and 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. 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 with a range of strategies for and clearly the learners’ needs, communication of learner wide range of strategies that needs, 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. Philippine Professional Standards for Teachers 11 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 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 strengthen relationships with networks that strengthen wider school community in the relationships with wider school community to parents/guardians and the relationships with educative process parents/guardians and the facilitate involvement in the wider school community to parents/guardians and the wider community. educative process. maximize their involvement in wider school community to the educative process. maximize their involvement in the educative process. Strand 6.3 6.3.1 Demonstrate awareness 6.3.2 Review regularly personal 6.3.3 Discuss with colleagues 6.3.4 Lead colleagues in the Professional ethics of 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 to the teaching profession, and with the responsibilities the responsibilities specified in the 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 for Professional Teachers. Professional Teachers. Code of Ethics for Professional Professional Teachers. Teachers. Philippine Professional Standards for Teachers 12 Strand 6.4 6.4.1 Demonstrate knowledge 6.4.2 Comply with and 6.4.3 Exhibit commitment to 6.4.4 Evaluate existing school School policies and procedures and understanding of school implement school policies and and support teachers in the policies and procedures to policies and procedures to procedures consistently to implementation of school make them more responsive to foster harmonious relationship foster harmonious relationships policies and procedures to the needs of the learners, with the wider school with learners, parents, and foster harmonious relationships parents and other stakeholders. community. other stakeholders. with learners, parents and other stakeholders. Philippine Professional Standards for Teachers 13 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 learner- 7.1.4 Model a learner-centered Philosophy of teaching philosophy of teaching that is philosophy of teaching that is centered teaching philosophy in teaching philosophy through learner-centered. learner-centered. various aspects of practice and teaching practices that support colleagues in enhancing stimulate colleagues to engage their own learner-centered in further professional learning. 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 personal professional strengths advocate for upholding the profession teaching as a profession by as a profession by exhibiting to uphold the dignity of dignity of teaching as a exhibiting qualities such as qualities such as caring attitude, teaching as a profession to help profession to build a positive caring attitude, respect and respect and integrity. build a positive teaching and teaching and learning culture integrity. learning culture within the within and beyond the school. 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 engagement with professional improve knowledge and to networks within and across enhance practice. schools to advance knowledge and practice in identified areas of need. 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 Philippine Professional Standards for Teachers 14  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 Professional Standards for professional development development goals based on the Philippine Professional Teachers to plan personal programs based on an in-depth the Philippine Professional Standards for Teachers. professional development goals knowledge and understanding Standards for Teachers. and assist colleagues in of the Philippine Professional planning and achieving their Standards for Teachers. own goals. Philippine Professional Standards for Teachers 15  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 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.) Philippine Professional Standards for Teachers 16  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 teaching- learning 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. 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 Philippine Professional Standards for Teachers 17  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 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 Philippine Professional Standards for Teachers 18  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.) 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 19 ACKNOWLEDGEMENTS TECHNICAL WORKING GROUP REFERENCE PANEL *Abelardo B. Medes Chief Education Program THE PROJECT TEAM Allen U. Bautista, Ed.D. Ms. Hazel D. Aniceto (Chair) Specialist, Education Assessment Jennifer E. Lopez Portfolio Manager, Australian Division, Department of Research Center for Teacher Leana D. S. Patungan Embassy Education Quality (RCTQ) Chinita A. Tolentino Amelia A. Biglete, Ph.D. *Clodualdo V. Paiton Gina O. Gonong, Ph.D. RESEARCH OFFICERS Director IV, Office for Program Technical Specialist, Bureau of Director and Project Leader and Standards Development Curriculum Development, Victoria J. Delos Santos Commission on Higher Department of Education Jennie V. Jocson, Ph.D. Donna Marie B. De Mesa Education Senior Program Manager Maria Arsenia C. Gomez *Fernando M. Pantino Ma. Concepcion B. Montenegro Purita B. Bilbao, Ed.D. Senior Education Program Marilyn U. Balagtas, Ph.D. Favian L. Noche Chairperson, CHED Technical Specialist, Bureau of Secondary Former Director Marla C. Papango Panel for Teacher Education Education, Department of Michael Wilson I. Rosero Education Teresita T. Rungduin, Ph.D. Malvin R. Tabajen Azucena P. Esleta Senior Program Manager (represented by Ms. Ma. Paz Maria Lourdes D. Pantoja SUPPORT STAFF Felyn Cruz-Tayag) Director IV, Bureau of Human SiMERR National Research Director IV, Civil Service Resource and Organization Centre Michael Jove B. Ablaza Commission Human Resource Development Roaima Lynn B. Antonio Policies and Standards Office John Pegg, Ph.D. Richard Jay J. Arias Chito B. Salazar, Ph.D. Director Ranie B. Catimbang Fe A. Hidalgo, Ph.D. President, Philippine Business Zhanina U. Custodio President, Foundation for for Education Joy Hardy, Ph.D. Ezra B. de Jesus Upgrading the Standard of Deputy Director Jonathan B. Erfe Education Ethel Agnes P. Valenzuela, Ed.D. Beverly E. Estocapio Deputy Director for Programme Ken Vine, Ph.D. Shiela Marie V. Gimeno Atty. Teresita R. Manzala and Development, SEAMEO Principal Research Adviser Dr. Rachelle B. Lintao (represented by Dr. Paraluman Secretariat Cheryl C. Lualhati R. Giron) Greg McPhan, Ph.D. Ian Kenneth D. Magabilin Chairperson, Professional *Representing the Directors of Principal Research Manager Rossanna A. Mendiogarin Regulation Commission DepED Bureaus Ryan Anthony A. Olalia Ma. Luz V. Rantael Jessa P. Reynoso Jerreld M. Romulo Philippine Professional Standards for Teachers 20 Special thanks to: COMMISSION ON HIGHER UNIVERSITY OF NEW ENGLAND DEPARTMENT OF EDUCATION – EDUCATION (CHED) - AUSTRALIA CENTRAL OFFICE AUSTRALIAN EMBASSY – Dr. Rebecca Spence Manila Dr. Minella C. Alarcon Br. Armin A. Luistro, FSC, Commissioner Former Secretary Robyn Biti, Minister Counselor, DEPARTMENT OF EDUCATION Australian Agency for Dr. Maria Cynthia Rose B. (DepEd) Atty. Nepomuceno A. Malaluan, International Development Bautista, Commissioner Assistant Secretary and Chief of TEACHER EDUCATION COUNCIL Staff Felicity Lee, First Secretary PHILIPPINE NORMAL (TEC) (Development) UNIVERSITY Jesus Lorenzo R. Mateo, Leonor M. Briones Undersecretary for Planning and Quintin G. Atienza II Dr. Ester B. Ogena, President Secretary, Department of Field Operations Romelia I. Neri Education Dr. Wilma S. Reyes, Vice Ex-officio Chair, TEC Dr. Dina Joana S. Ocampo, BASIC EDUCATION SECTOR President for Research, Planning Former Undersecretary for TRANSFORMATION PROGRAM and Quality Assurance Runvi V. Manguerra, Ph.D. Curriculum and Instruction (BEST) Executive Director II Marivilla Lydia B. Aggarao Rizalino D. Rivera, Former Dr. Greg-Ryan Gadsden, Team Emilio F. Aguinaldo Jayson A. Peñafiel Undersecretary for Regional Leader Gerry C. Areta Education Program Supervisor Operations Gregorio B. Borines Dr. Peter Grimes, Senior Josephine M. Calamlam John Arnold S. Siena, Director Specialist for Teacher Erwin R. Callo IV, National Educators Academy Development Vic Marie I. Camacho of the Philippines Shirley N. Cerbo Krupskaya M. Añonuevo Maribel C. Gerundio DEPARTMENT OF EDUCATION- Dr. Nemah N. Hermosa Glinore S. Morales ARMM Soledad T. Lecaroz Mary Leigh Ann C. Perez Twila G. Punsalan Maria Ruth M. Regalado Atty. Jamar M. Kulayan, Former Dr. Rita B. Ruscoe Regional Secretary Joemar D. Sajona Myla Zenaida C. Torio Marilou M. Ubiña Lordinio A. Vergara Philippine Professional Standards for Teachers 21 DEPARTMENT OF EDUCATION - SENIOR OFFICIALS Bervy C. Domingo, EPS, Region II Management and Development REGIONAL OFFICES Quality Assurance Division Section Regional Directors/Assistant Dr. Flordeliza A. Alquiza, EPS, Regional Directors Officer-in-Charge, Quality Dr. Emiliano B. Elnar, Jr., Chief Macrino A. Raymundo, EPS, Assurance Division, NCR (retired) Education Program Supervisor, Region II Luz S. Almeda, Ph.D. Region VII Curriculum and Ramon Fiel G. Abcede Dr. Bernadette J. Atienza, EPS, Learning Management Division Dr. Judith V. Romaguera, Chief Arturo B. Bayocot, Ph.D. Region III Quality Assurance Education Program Supervisor, Isabelita M. Borres, Ph.D. Division Dr. Cynthia D. Jacob, Chief, Region IX Human Resource Estela L. Cariño, Ed.D. Region V Human Resource Development Division Atty. Shirley O. Chatto Dr. Erlinda A. Atienza, Chief Development Division Rebecca V. Delapuz, Ph.D. Education Program Supervisor, Laurente A. Samala, EPS, Region Lorna D. Dino, Ph.D. Region XIII Human Resource Sammy C. Legaspi, Information IV-MIMAROPA Quality Ellen B. Donato, Ed.D. Development Division Technology Officer I, Region I Assurance Division May B. Eclar, Ph.D. Atty. Alberto T. Escobarte Ariel M. Azuelo, Administrative Dr. Leoncio P. Lumaban, Chief Jerry B. Sario, Officer-in-Charge, Allan G. Farnazo, Ph.D. Officer V, Region IV- Education Supervisor, Region II Region II Human Resource Malcolm S. Garma, CESO V CALABARZON Public Affairs Unit Quality Assurance Division Development Division Juliet A. Jeruta, Ph.D. Gemma M. Ledesma, CESO V Dr. Leonardo C. Canlas, Chief Gertrudes L. Malabanan, EPS, Dr. Susan D. Severino, EPS, Ponciano A. Menguito. Ed.D. Education Program Supervisor, Region IV-CALABARZON Region VI Human Resource Rizalino Jose T. Rosales Region III Policy, Planning and Development Division Gilbert T. Sadsad, Ph.D. Research Division Dr. Joy C. Mangubat, EPS, Diosdado M. San Antonio, Ph.D. Region X All teachers, principals/school Ruby Alma C. Torio, Ed.D. Angelina B. Castillo, EPS, Region heads, supervisors, Beatriz G. Torno, Ph.D. IV-CALABARZON Lorna F. Mapinogos, Chief superintendents, pre-service Teresita M. Velasco, Ph.D. Education Program Supervisor, teachers, and educators who Luisa B. Yu, Ph.D. Dr. Jerome A. Chavez, EPS, Region XI Human Resource took part in the development Region IV-CALABARZON Development Division work Regan B. Dagadas, EPS II, Region Dr. Luz E. Osmeña, Chief, Region XII IV-CALABARZON Human Resource Development Division Dr. Hja Jaliha Diwallay, Region IX Jose Sario E. Poblete, EPS, Region II Learning Resource Philippine Professional Standards for Teachers 22 Philippine Professional Standards for Teachers 23  24 Philippine Professional Standards for Teachers 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 24