• 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.
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
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
• 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 8
• 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.
collectively
comprise 37
strands that refer
to more specific
dimensions of
teacher
 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
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 contexts
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.
 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 Proficient Highly Proficient Distinguished
Teachers Teachers Teachers Teachers

Strand 1.1 Content 1.1.1 Demonstrate 1.1.2 Apply knowledge 1.1.3 Model effective 1.1.4 Model
knowledge and its content knowledge of content within and applications of exemplary practice to
application within and and its application across curriculum content knowledge improve the
across curriculum within and/or across teaching areas. within and across applications of
areas curriculum teaching curriculum teaching content knowledge
areas. areas. within and across
curriculum teaching
areas.

Strand 1.2 Research- 1.2.1 Demonstrate an 1.2.2 Use research- 1.2.3 Collaborate with 1.2.4 Lead colleagues
based knowledge and understanding of based knowledge and colleagues in the in the advancement of
principles of teaching research based principles of teaching conduct and the art and science of
and learning knowledge and and learning to application of research teaching based on
principles of teaching enhance professional to enrich knowledge their comprehensive
and learning. practice of content and knowledge of research
pedagogy. and pedagogy.
Strand 1.3 Positive 1.3.1 Show skills in 1.3.2 Ensure the 1.3.3 Promote 1.3.4 Mentor
use of ICT the positive use of positive use of ICT effective strategies colleagues in the
ICT to facilitate the to facilitate the in the positive use implementation of
teaching and teaching and of ICT to facilitate policies to ensure
learning process learning process. the teaching and the positive use of
learning process. ICT within or
beyond the school.

Strand 1.4 1.4.1 Demonstrate 1.4.2 Use a range of 1.4.3 Evaluate with 1.4.4 Model a
Strategies for knowledge of teaching strategies colleagues the comprehensive
promoting literacy teaching strategies that enhance effectiveness of selection of
and numeracy that promote learner teaching strategies effective teaching
literacy and achievement in that promote strategies that
numeracy skills. literacy and learner promote learner
numeracy skills. achievement in achievement in
literacy and literacy and
numeracy. numeracy.
Strand 1.5 Strategies 1.5.1 Apply teaching 1.5.2 Apply a range of 1.5.3 Develop and 1.5.4 Lead colleagues
for developing critical strategies that develop teaching strategies to apply effective in reviewing,
and creative thinking, critical and creative develop critical and teaching strategies to modifying and
as well as other thinking, and/or other creative thinking, as promote critical and expanding their range
higher-order thinking higher-order thinking well as other higher- creative thinking, as of teaching strategies
skills skills. order thinking skills. well as other higher- that promote critical
order thinking skills. and creative thinking,
as well as other
higher-order thinking
skills.
Strand 1.6 Mother 1.6.1 Use Mother 1.6.2 Display proficient 1.6.3 Model and 1.6.4 Show exemplary
Tongue, Filipino and Tongue, Filipino and use of Mother Tongue, support colleagues in skills in and advocate
English in teaching and English to facilitate Filipino and English to the proficient use of the use of Mother
learning teaching and learning. facilitate teaching and Mother Tongue, Tongue, Filipino and
learning. Filipino and English to English in teaching and
improve teaching and learning to facilitate
learning, as well as to the learners’ language,
develop the learners’ cognitive and academic
pride of their language, development and to
heritage and culture. foster pride of their
language, heritage and
culture.
Strand 1.7 Classroom 1.7.1 Demonstrate an 1.7.2 Use effective 1.7.3 Display a wide 1.7.4 Exhibit
communication understanding of the verbal and non-verbal range of effective exemplary practice in
strategies range of verbal and classroom verbal and non-verbal the use of effective
non-verbal classroom communication classroom verbal and non-verbal
communication strategies to support communication classroom
strategies that support learner strategies to support communication
learner understanding, learner strategies to support
understanding, participation, understanding, learner
participation, engagement and participation, understanding,
engagement and achievement. engagement and participation,
achievement. achievement. engagement and
achievement in
different learning
contexts
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 Learner 2.1.1 Demonstrate 2.1.2 Establish safe and 2.1.3 Exhibit effective 2.1.4 Apply
safety and security knowledge of policies, secure learning strategies that ensure comprehensive
guidelines and environments to safe and secure knowledge of and act
procedures that enhance learning learning environments as a resource person
provide safe and through the consistent to enhance learning for, policies, guidelines
secure learning implementation of through the consistent and procedures that
environments. policies, guidelines and implementation of relate to the
procedures learning policies, guidelines and implementation of safe
procedures. and secure learning
environments for
learners.
Strand 2.2 Fair 2.2.1 Demonstrate 2.2.2 Maintain 2.2.3 Exhibit effective 2.2.4 Advocate and
learning environment understanding of learning environments practices to foster facilitate the use of
learning environments that promote fairness, learning environments effective practices to
that promote fairness, respect and care to that promote fairness, foster learning
respect and care to encourage learning. respect and care to environments that
encourage learning. encourage learning promote fairness,
respect and care to
encourage learning.
Strand 2.3 2.3.1 Demonstrate 2.3.2 Manage 2.3.3 Work with 2.3.4 Model exemplary
Management of knowledge of classroom structure to colleagues to model practices in the
classroom structure managing classroom engage learners, and share effective management of
and activities structure that engages individually or in techniques in the classroom structure
learners, individually groups, in meaningful management of and activities, and lead
or in groups, in exploration, discovery classroom structure to colleagues at the
meaningful and hands-on activities engage learners, whole-school level to
exploration, discovery within a range of individually or in review and evaluate
and hands-on activities physical learning groups, in meaningful their practices
within the available environments exploration, discovery
physical learning and hands-on activities
environments. within a range of
physical learning
environments.
Strand 2.4 Support for 2.4.1 Demonstrate 2.4.2 Maintain 2.4.3 Work with 2.4.4 Facilitate
learner participation understanding of supportive learning colleagues to share processes to review
supportive learning environments that successful strategies the effectiveness of
environments that nurture and inspire that sustain supportive the school’s learning
nurture and inspire learners to participate, learning environments environment to
learner participation. cooperate and that nurture and nurture and inspire
collaborate in inspire learners to learner participation.
continued learning. participate, cooperate Strand
and collaborate in
continued learning.

Strand 2.5 Promotion 2.5.1 Demonstrate 2.5.2 Apply a range of 2.5.3 Model successful 2.5.4 Lead and
of purposive learning knowledge of learning successful strategies strategies and support empower colleagues in
environments that that maintain learning colleagues in promoting learning
motivate learners to environments that promoting learning environments that
work productively by motivate learners to environments that effectively motivate
assuming responsibility work productively by effectively motivate learners to achieve
for their own learning. assuming responsibility learners to work quality outcomes by
for their own learning. productively by assuming responsibility
assuming responsibility for their own learning.
for their own learning.
Strand 2.6 2.6.1 Demonstrate 2.6.2 Manage learner 2.6.3 Exhibit effective 2.6.4 Provide
Management of knowledge of positive behavior and constructive leadership in applying
learner behavior and non-violent constructively by behavior a wide range of
discipline in the applying positive and management skills by strategies in the
management of non-violent discipline applying positive and implementation of
learner behavior to ensure learning non-violent discipline positive and non-
focused to ensure learning violent discipline
environments. focused environments policies/procedures to
ensure learning-
focused environments

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 Distinguished Teachers
Teachers
Strand 3.1 Learners’ 3.1.1 Demonstrate 3.1.2 Use 3.1.3 Work with 3.1.4 Lead colleagues
gender, needs, knowledge and differentiated, colleagues to share to evaluate
strengths, interests and understanding of developmentally differentiated, differentiated
experiences differentiated teaching appropriate learning developmentally strategies to enrich
to suit the learners’ experiences to address appropriate teaching practices that
gender, needs, learners’ gender, opportunities to address learners’
strengths, interests and needs, strengths, address learners’ differences in gender,
experiences. interests and differences in gender, needs, strengths,
experiences. needs, strengths, interests and
interests and experiences.
experiences.
Strand 3.2 Learners’ 3.2.1 Implement 3.2.2 Establish a 3.2.3 Exhibit a learner- 3.2.4 Model exemplary
linguistic, cultural, teaching strategies that learner centered centered culture that teaching practices that
socio-economic and are responsive to the culture by using promotes success by recognize and affirm
religious backgrounds learners’ linguistic, teaching strategies that using effective teaching diverse linguistic,
cultural, socio- respond to their strategies that respond cultural, socioeconomic
economic and religious linguistic, cultural, to their linguistic, and religious
backgrounds socio-economic and cultural, socioeconomic backgrounds to
religious backgrounds. and religious promote learner
backgrounds. success.
Strand 3.3 Learners 3.3.1 Use strategies 3.3.2 Design, adapt 3.3.3 Assist colleagues 3.3.4 Lead colleagues
with disabilities, responsive to learners and implement to design, adapt and in designing, adapting
giftedness and talents with disabilities, teaching strategies implement teaching and implementing
giftedness and talents. that are responsive to strategies that are teaching strategies
learners with responsive to learners that are responsive to
disabilities, giftedness with disabilities, learners with
and talents. giftedness and talents. disabilities, giftedness
and talents.
Strand 3.4 Learners in 3.4.1 Demonstrate 3.4.2 Plan and deliver 3.4.3 Evaluate with 3.4.4 Model a range of
difficult circumstances understanding of the teaching strategies that colleagues teaching high level skills
special educational are responsive to the strategies that are responsive to the
needs of learners in special educational responsive to the special educational
difficult circumstances, needs of learners in special educational needs of learners in
including: geographic difficult circumstances, needs of learners in difficult circumstances,
isolation; chronic including: geographic difficult circumstances, including: geographic
illness; displacement isolation; chronic including: geographic isolation; chronic
due to armed conflict, illness; displacement isolation; chronic illness; displacement
urban resettlement or due to armed conflict, illness; displacement due to armed conflict,
disasters; child abuse urban resettlement or due to armed conflict, urban resettlement or
and child labor disasters; child abuse urban resettlement or disasters; child abuse
practices. and child labor disasters; child abuse and child labor
practices. and child labor practices.
practices.
Strand 3.5 Learners 3.5.1 Demonstrate 3.5.2 Adapt and use 3.5.3 Develop and 3.5.4 Show
from indigenous knowledge of teaching culturally appropriate apply teaching comprehensive skills
groups strategies that are teaching strategies to strategies to address in delivering culturally
inclusive of learners address the needs of effectively the needs appropriate teaching
from indigenous learners from of learners from strategies to address
groups. indigenous groups. indigenous groups. effectively the needs
of learners from
indigenous groups.
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 Distinguished Teachers

Teachers
Strand 4.1 Planning 4.1.1 Prepare 4.1.2 Plan, manage and 4.1.3 Develop and 4.1.4 Model exemplary
and management of developmentally implement apply effective practice and lead
teaching and learning sequenced teaching developmentally strategies in the colleagues in
process and learning process to sequenced teaching planning and enhancing current
meet curriculum and learning process to management of practices in the
requirements. meet curriculum developmentally planning and
requirements and sequenced teaching management of
varied teaching and learning process to developmentally
contexts. meet curriculum sequenced teaching
requirements and and learning process
varied teaching
contexts.
Strand 4.2 Learning 4.2.1 Identify learning 4.2.2 Set achievable 4.2.3 Model to 4.2.4 Exhibit high-level
outcomes aligned with outcomes that are and appropriate colleagues the setting skills and lead in
learning competencies aligned with learning learning outcomes that of achievable and setting achievable and
competencies. are aligned with challenging learning challenging learning
learning competencies. outcomes that are outcomes that are
aligned with learning aligned with learning
competencies to competencies towards
cultivate a culture of the cultivation of a
excellence for all culture of excellence
learners for all.

Strand 4.3 Relevance 4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide advice in
and responsiveness of knowledge in the implement learning collaboratively with the design and
learning programs implementation of programs that ensure colleagues to evaluate implementation of
relevant and responsive relevance and the design of learning relevant and responsive
learning programs. responsiveness to the programs that develop learning programs that
needs of all learners the knowledge and develop the knowledge
skills of learners at and skills of learners at
different ability levels. different ability levels.
Strand 4.4 4.4.1 Seek advice 4.4.2 Participate in 4.4.3 Review with 4.4.4 Lead colleagues
Professional concerning strategies collegial discussions colleagues, teacher in professional
collaboration to enrich that can enrich that use teacher and and learner feedback discussions to plan
teaching practice teaching practice. learner feedback to to plan, facilitate, and and implement
enrich teaching enrich teaching strategies that enrich
practice. practice. teaching practice.

Strand 4.5 Teaching 4.5.1 Show skills in the 4.5.2 Select, develop, 4.5.3 Advise and guide 4.5.4 Model exemplary
and learning resources selection, organize and use colleagues in the skills and lead
including ICT . development and use appropriate teaching selection, organization, colleagues in the
of a variety of teaching and learning development and use development and
and learning resources, including of appropriate evaluation of teaching
resources, including ICT, to address learning teaching and learning and learning
ICT, to address learning goals resources, including resources, including
goals. ICT, to address specific ICT, for use within and
learning goals. beyond the school
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 Distinguished

Teachers Teachers

Strand 5.1 Design, 5.1.1 Demonstrate 5.1.2 Design, select, 5.1.3 Work 5.1.4 Lead initiatives in
selection, organization knowledge of the organize and use collaboratively with the evaluation of
and utilization of design, selection, diagnostic, formative colleagues to review assessment policies
assessment strategies organization and use and summative the design, selection, and guidelines that
of diagnostic, assessment strategies organization and use relate to the design,
formative and consistent with of a range of effective selection, organization
summative assessment curriculum diagnostic, formative and use of effective
strategies consistent requirements. and summative diagnostic, formative
with curriculum assessment strategies and summative
requirements. consistent with assessment strategies
curriculum consistent with
requirements. curriculum
requirements.
Strand 5.2 Monitoring 5.2.1 Demonstrate 5.2.2 Monitor and 5.2.3 Interpret 5.2.4 Provide advice
and evaluation of knowledge of evaluate learner collaboratively on, and mentor
learner progress and monitoring and progress and monitoring and colleagues in the
achievement evaluation of learner achievement using evaluation strategies effective analysis and
progress and learner attainment of attainment data to use of learner
achievement using data. support learner attainment data.
learner attainment progress and
data. achievement.

Strand 5.3 Feedback 5.3.1 Demonstrate 5.3.2 Use strategies 5.3.3 Use effective 5.3.4 Exhibit
to improve learning knowledge of for providing timely, strategies for exemplary skills and
providing timely, accurate and providing timely, lead initiatives to
accurate and constructive feedback accurate and support colleagues in
constructive feedback to improve learner constructive feedback applying strategies
to improve learner performance. to encourage learners that effectively
performance to reflect on and provide timely,
improve their own accurate and
learning constructive feedback
to learners to improve
learning achievement.
Strand 5.3 Feedback 5.3.1 Demonstrate 5.3.2 Use strategies 5.3.3 Use effective 5.3.4 Exhibit
to improve learning knowledge of for providing timely, strategies for exemplary skills and
providing timely, accurate and providing timely, lead initiatives to
accurate and constructive feedback accurate and support colleagues in
constructive feedback to improve learner constructive feedback applying strategies
to improve learner performance to encourage learners that effectively
performance. to reflect on and provide timely,
improve their own accurate and
learning constructive feedback
to learners to improve
learning achievement.

Strand 5.4 5.4.1 Demonstrate 5.4.2 Communicate 5.4.3 Apply skills in the 5.4.4 Share with
Communication of familiarity with a range promptly and clearly effective colleagues a wide
learner needs, of strategies for the learners’ needs, communication of range of strategies that
progress and communicating learner progress and learner needs, ensure effective
achievement to key needs, progress and achievement to key progress and communication of
stakeholders achievement. stakeholders, including achievement to key learner needs,
parents/guardians. stakeholders, including progress and
parents/guardians. achievement to key
stakeholders, including
parents/guardians.
Strand 5.5 Use of 5.5.1 Demonstrate an 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead colleagues
assessment data to understanding of the assessment data to collaboratively with to explore, design and
enhance teaching and role of assessment inform the colleagues to analyze implement effective
learning practices and data as feedback in modification of and utilize assessment practices and
programs teaching and learning teaching and learning data to modify programs using
practices and practices and practices and information derived
programs programs. programs to further from assessment data.
support learner
progress and
achievement.

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 Distinguished
Teachers Teachers
Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain learning 6.1.3 Reflect on and 6.1.4 Model exemplary
Establishment of understanding of environments that are evaluate learning practice and empower
learning environments knowledge of learning responsive to environments that are colleagues to establish
that are responsive to environments that are community contexts. responsive to and maintain effective
community contexts responsive to community contexts. learning environments
community contexts. that are responsive to
community contexts.

Strand 6.2 6.2.1 Seek advice 6.2.2 Build 6.2.3 Guide colleagues 6.2.4 Lead in
Engagement of concerning strategies relationships with to strengthen consolidating
parents and the wider that build parents/guardians relationships with networks that
school community in relationships with and the wider school parents/guardians strengthen
the educative process parents/guardians community to and the wider school relationships with
and the wider facilitate involvement community to parents/guardians
community. in the educative maximize their and the wider school
process. involvement in the community to
educative process. maximize their
involvement in the
educative process.
Strand 6.3 6.3.1 Demonstrate 6.3.2 Review regularly 6.3.3 Discuss with 6.3.4 Lead colleagues
Professional ethic awareness of existing personal teaching colleagues teaching in the regular review
laws and regulations practice using existing and learning practices of existing codes, laws
that apply to the laws and regulations that apply existing and regulations that
teaching profession, that apply to the codes, laws and apply to the teaching
and become familiar teaching profession regulations that apply profession, and the
with the and the to the teaching responsibilities as
responsibilities responsibilities profession, and the specified in the Code
specified in the Code specified in the Code responsibilities of Ethics for
of Ethics for of Ethics for specified in the Code Professional Teachers.
Professional Teachers. Professional Teachers. of Ethics for
Professional Teachers.
Strand 6.4 School 6.4.1 Demonstrate 6.4.2 Comply with and 6.4.3 Exhibit 6.4.4 Evaluate existing
policies and knowledge and implement school commitment to and school policies and
procedures understanding of policies and support teachers in procedures to make
school policies and procedures the implementation of them more responsive
procedures to foster consistently to foster school policies and to the needs of the
harmonious harmonious procedures to foster learners, parents and
relationship with the relationships with harmonious other stakeholders
wider school learners, parents, and relationships with
community. other stakeholders. learners, parents and
other stakeholders.