7 DOMAINS OF TEACHING EXCELLENCE Domain 3: Diversity of Learners

- Diversity of Learners includes understanding their demographic and socioeconomics background.

(Source: Pawilen, G. (2019). Teaching Profession: Passion and Mission. Rex Book Store.)
It also includes understanding the different interest, abilities, talents, and learning styles of the
Domain 1: Content Knowledge and Pedagogy students.

- Content knowledge refers to the teachers' mastery of the content in the subjects
and courses that they are assigned to teach. Strands:

- Pedagogical knowledge refers to the teachers' mastery in using effective 1. Learners’ gender, needs, strengths, interest, and experience
instructional strategies and methods to teach their subjects and courses. 2. Learners’ linguistic, cultural, socioeconomic, and religious backgrounds
3. Learners with disabilities, giftedness, and talents
Strands: 4. Learners in difficult circumstances
5. Learners from indigenous group
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 Domain 4: Curriculum and Planning
4. Strategies for promoting literacy and numeracy - Curriculum includes the subjects and learning experience planned for all students. It includes the
5. Strategies for developing critical and creative thinking, as well order thinking skills learning competencies and instructional activities designed for the students.
6. Mother Tongue, Filipino, and English in teaching and learning
7. Classroom communication strategies Strands:
Domain 2: Learning Environment
1. Planning and management of the teaching and learning process
- Learning Environment include not only the physical environment of the school or 2. Learning outcomes aligned with learning competencies
classroom but also the emotional environment of the school and the classroom that 3. Relevance and responsiveness of learning programs
creates positive and conducive learning atmosphere for all learners. 4. Professional Collaboration to enrich teaching practice
5. Teaching and learning resource including ICT

Strands: Domain 5: Assessment and Reporting

1. Learner safety and security - Assessment includes gathering the necessary data to measure the mastery of the subject and
2. Fair learning environment courses of the students. It measures the achievement of every learning outcomes. Assessment can
3. Management Classroom structure and activities be traditional (quizzes, exam) or authentic (portfolio, performance Tasks).
4. Support for learner participation Strands:
5. Promotion of purposive learning
6. Management of learner behaviour 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 practice and programs
Domain 6: Community Linkages and Professional Engagement d. Manage learning programs and have strategies that promote learning based on the
needs of their students
- School and Community Partnership, a strong and positive partnership can guarantee success and e. Seek advice from experienced colleagues to consolidate their teaching practice.
excellence in learning among students. Teachers need to work with families and the wider
community to solicit their support and cooperation for school and class activities that are designed
to help students enjoy schooling. Career Stage 2: Proficient Teachers
Strands: a. Professionally independent in the application of skills vital to the teaching learning
process
1. Establishment of learning environments that are responsive to community contexts
b. Provide focused teaching programs that meet curriculum and assessment requirements
2. Engagement of parents and the wider school community in the educative process
c. Display skills in planning, implementing, and managing learning programs
3. Professional ethics
d. Actively engage in collaborative learning with the professional community and other
4. School policies and procedures
stakeholders for mutual growth and advancement
e. Reflective practitioners who continually consolidate knowledge, skills, and practices of
Domain 7: Professional Growth and Personal Development Beginning Teachers

- Professional development activities keep teachers updated in their fields of

specialization and in the developments in education. Career Stage 3: Highly Proficient Teachers

- Personal growth helps teachers develop their maturity in the conduct of their teaching a. Consistently display a high level of performance in their teaching practice
b. Manifest an in-depth and sophisticated understanding of the teaching and
duties and sustaining their commitment for personal and academic integrity.
learning process
Strands: c. Have high education-focused situation cognition, are more adept in solving, and
optimize opportunities gained from experience
1. Philosophy of teaching d. Work collaboratively with colleagues and provide them support and mentor to
2. Dignity of teaching as a profession enhance their learning and practice
3. Professional links with colleagues e. Continually seek to develop their professional knowledge and practice by reflecting
4. Professional reflection and learning to improve practice on their own needs and those of their colleagues and students
5. Professional development goals

Different Career Stages of Professional Teachers in the Philippines Career Stage 4: Distinguished Teachers

Anchored on the principle of lifelong learning, the professional standards for a. Embody the highest standard for teaching grounded in global bet practices
teach recognize the significance of a standards framework that articulates development b. Exhibit exceptional capacity to improve their teaching practice and that of others
the complexity progression as teachers develop, refine their practice, and respond to c. Are recognized as leader in education, contributors to the profession, and initiators of
educational reforms (DO No. 42 s2017, 7) collaborations and partnerships.
d. Create lifelong impact in the lives of colleagues, students, and other
Career Stage 1: Beginning Teachers e. Consistently seek professional advancement and relevance in pursuit of teaching
quality and excellence
a. Gained the qualifications recognized for entry into the teaching profession f. Exhibit commitment to inspire the education community and stakeholders for the
b. Have a strong understanding of the subjects/areas in which they are trained in terms of improvement of education provision in the Philippines
content knowledge and pedagogy
c. Possess the requisite knowledge, skills, and values that support the and learning
process
Being responsible for the pre-service development of teachers, teacher education
institutions have a responsibility of graduating students with PQF 6 qualifications and to
master the PPST Beginning Teacher Standards as well as the Program Outcomes of the
CHED's PSG for teacher education (CMO 74-82, s. 2017). The mastery of the
beginning teacher competencies is an expectation of the teaching industry in basic
education.

Career Stage 1: Beginning Teachers. Newly qualified to teach as professional teachers

are the beginning teachers. They have acquired an appropriate degree in education or
allied fields and have passed the licensure examination for professional teachers. They are
assumed to have competencies in terms of content, knowledge and pedagogy, as well as
the 21" century skills and values to support teaching and learning. They can manage
learning and have strategies that enable learners to enhance learning through their
guidance.
However, since they are new to the teaching profession, Beginning Teachers are
expected to seek advice and assistance from their peers and experienced colleagues to
continuously improve their teaching,
Let us look at the detailed competencies on the domains and strands for the Beginning
Teachers