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Sumadsad, Joy Lyn P. PEFTCO1

BPED I-2

The 7 Domains of Philippine Professional Standards for Teachers

Domain Features Insight

Domain 1: Content Heart of teaching It discussed how teaching is
Knowledge and Pedagogy • Developmentally appropriate the core of education, therefore
• Meaningful you should be proficient in its
Applications of: requirements. These include
• Theories being relevant, developmentally
• Practice appropriate, and fluent in
Grounded on Research English, Filipino, and mother
Proficient Use of: tongue. You should be
• Mother tongue proficient in communication,
• Filipino teaching techniques, and
technology. You should also be
• English
Familiar with the use of: able to apply teaching theories
and practices. Therefore, if you
• Communication
truly believe in teaching
• Teaching strategies theories and practices, they must
• Technologies be supported by research.
Interconnectedness of the curriculum Finally, a curriculum should be
• Within the curriculum integrated within and across.
• Across the curriculum Additionally, don't forget to
All of these should be Purposeful discuss the technologies and
instructional methodologies.
Domain 2: Learning Physical environment A learning environment is a
environment • Behaviorism physical space that is both
o Pao Lov interactive and safe, secure,
Virtual space supportive, and fair. It is
• Online established for learning, and its
• Interaction focus should be purposive,
Safe involving the elements of goal
Secure and outcome. Teachers break
Supportive down the curriculum into
Fair lessons, with the goal being the
Learning Focused: change they hope to achieve
• Purposive through the learning experience.
o They structure activities using a
o Structured Activities range of resources, including
Range of Resources: classmates, methods, materials,
• Intellectually Challenging technology, and time. These
• Stimulating resources should be
Encourage intellectually challenging and
Constructive stimulating, allowing learners to
Experience control a constructive
Physical environment & Virtual space: experience. Classroom
management is crucial, with
• Classroom management
content derived from the lesson,
o Content – lessons
context from the application,
o Context –
application and conduct from the discipline.
The classroom is the teacher’s
o Conduct – discipline
kingdom, not to rule but to
build, transforming learners into
the best persons they can be.
This requires not only content
knowledge and pedagogy but
also the ability to set up a
learning environment.
Domain 3: Diverse Respect This domain constitutes the
Learners • Unique difference between students
• Learners within the school. How do we
o Gender celebrate their diversity, how do
o Needs we respect students for their
o Strengths gender, needs, strengths,
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o Experiences experiences, linguistic language,

o Linguistics Language culture, social economics, and
o Cultures religious or faith. Because some
o Social Economics of them are indigenous or
o Religious/ Faith gifted, have disabilities and
▪ Indigenous talents, they also have difficult
▪ Giftedness circumstances. It also includes
▪ Disabilities how we celebrate different IQ,
EQ, AQ and SQ. There is also a
▪ Talents
wide variety where there are
▪ Difficult techniques, tasks, processes and
circumstances products that will result in the
assessment. We should
Celebration celebrate embrace and respect
• Individuality the uniqueness and individuality
• IQ – Mental Age/ of a child not only in the way
Chronological Age x 100 the child thinks, way of
• EQ – Intrapersonal communicating, teaches them,
Competence but the way that will make them
o Awareness feel good about who they really
o Regulate are so that we teachers
o Motivation encourage them to be successful
- Interpersonal Competence not only in their lives but also in
o Empathy the changing world.
o Social Skills
• AQ – GRIT
o C ore
o O rigin
o R each
o E ndure
• SQ – Universal Values
o Dignity
o Freedom
o Justice
o Equality
Wide Variety
• Assessment
o Techniques
o Tasks
o Process
o Product
Differentiated Teaching
• Multiple Intelligence
• Learning Style
• Cooperative Learning
o Encourage Successful –
changing world

Domain 4: Curriculum/ Curricular Content Teachers come to the

Planning • Translated to Learning classroom with a small target
Activities for the day, which is the
• Relevant to Learners objective they will use to
GOAL – long term achieve the outcome. This
• Broken down to Objectives – objective should be stated in
SMART behavioral form, as it is
• Instruction to Outcome observable and can be improved
o Specific upon. These objectives form the
o Observable basis of the structured and
o Measurable sequence lesson plan (OSLEA),
• Change which is the acronym for the
o Aligned with subject matter and learning
Competences and activities. The objectives are
Values where evaluations are based and
Communicate assignments are expanded to
• Support make them contextually
relevant. The teacher's role in
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o Learners participate designing the lesson plan

o Achievement includes incorporating resources
Contextually Relevant & Responsive such as materials, machines,
• Application manpower, money, or time. The
Plan & Design domain 4 of the PPST is critical,
• Collaboratively as teachers need to have the
o Structured lesson power to change and anchor
o Sequenced lesson their lesson plan on the long-
O.S.L.E.A term goals based on the
• Objectives curricular content. The purpose
• Subject matter of the teacher's presence in the
• Learning Activities classroom is to support learner
• Evaluation participation and achievement
through competencies and
• Assignment
Incorporation values derived from the
curricular content.
• Materials
• Machine
• Manpower
• Money
• Moment
Domain 5: Assessment Assessment Assessment and reporting
and Reporting • Process – oriented involves a process-oriented
• “How learning is going” approach, focusing on the
• Data/Information ongoing learning journey, and a
• Qualitative product-oriented approach,
• Pinpoints Strengths/ evaluating what has been
Weaknesses learned through quantitative
• Diagnostic/ Formative measures. To effectively assess
Evaluation and evaluate learning, learners
• Product – oriented must acquire proficiency in
selecting and organizing tools
• “What has been learnt”
and strategies, including
• Judgement traditional, alternative, and
• Quantitative authentic methods. Data serves
• Sorts and Ranks as the foundation for
• Summative assessments and evaluations,
Apply Wide Variety facilitating feedback that
• Tools informs outcomes. The ultimate
• Strategies proof of learning lies in change,
• Learn to select manifested through both
• Learn to organize assessment of learning and
• Learn to use assessment for learning.
o Traditional Monitoring and reporting are
o Alternative crucial in this process,
o Authentic facilitating continuous tracking
Data of progress and adjusting
• Information approaches as needed. This
• Communication – documents holistic approach to assessment
• Feedback – outcome and reporting yields meaningful
The Proof of learning is change insights, driving ongoing
• Assessment of learning improvement and fostering a
• Assessment for learning culture of learning and growth.
Monitoring
Reporting
• Change
o Needs
o Progress
o Achievement
Domain 6: Community Links of TL This domain of education
Linkages and Professional • Aspiration emphasizes professional
Engagement • Experiences engagement and ethical
• Interest responsibilities in teaching.
o Communication Effective communication is
▪ TABA based on aspirations,
o Grossroots experiences, and interests.
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o Inductive Transparent Authentic Brave

Community Partnership Accountable (TABA)
• Engage students to the communication fosters
enrichment of learning community partnerships,
environment building trust and
Professional Relationship understanding. Professional
engagement in education is a
Professional Engagement duty, as defined by legislative
• Matter of privilege acts like PD 1006 (1977), RA
PD 1006 – 1977 4670 (1966), and RA 7836
RA 4670 – 1966 (1994), which have evolved to
RA 7836 – 1994 include the Teacher’s
TPACT Professionalization Act
Board exam transfer to a licensure (TPACT) and the transfer of
teacher board exams to licensure
RA 9293 assessments (RA 9293). These
Magna Carta legal frameworks, along with
Protection for teachers the Magna Carta, protect
educators’ rights. Upholding
Fulfill obligation in upholding accountability, professional
• Accountability ethics, dignity, reputation, high
• Professional ethics moral conduct, and confidence
• Dignity is crucial for the teaching
• Reputation profession, learners’
• High moral conduct development, and the
sustainability of educational
• Confidence
institutions.
Domain 7: Personal • Beginning teacher – pass the This domain of education
Development and board involves teachers progressing
Professional Growth • Proficient teacher – skills through stages, starting with
• Highly Proficient teacher – foundational knowledge and
become a collaborator skills. As they become
• Distinguish teacher – become proficient, they focus on honing
a lifelong teacher instructional skills to engage
- Speaking global & excellent students. Highly proficient
Value teachers embrace collaboration
• PG and teamwork, embodying
• DP lifelong learning qualities.
• CPD – RA 10912 – 2016 Distinguished teachers, at the
Reflection pinnacle of the profession, strive
for innovation and excellence in
• In action
their teaching. Values like
• On action professional growth, continuous
Experience
professional development, and
Reflect the adoption of frameworks like
Therefore RA 10912 (2016) shape their
Experiment reflective practice. Reflection,
• Valuing Skills both in action and on action,
• Thinking Skills allows teachers to derive
• Decision Skills meaningful insights from their
• Acting Skills experiences, fostering
UPHOLD DIGNITY continuous improvement. The
• Caring behavior – empathy, integration of experiential
compassion learning is central to this
• Respect – tolerance, diversity growth, allowing teachers to
• Integrity – honesty, trust actively reflect, experiment, and
refine their practice. Upholding
dignity, caring behavior, respect
for diversity, and integrity are
guiding principles, ensuring
teachers excel in their craft and
contribute positively to their
communities and society.