REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
DIVISION OF ISLAND GARDEN CITY OF SAMAL
SAMAL DISTRICT
PEÑAPLATA CENTRAL ELEMENTARY SCHOOL ( SPED CENTER )
RPMS & PPST

RESULTS - BASED PERFORMNACE MANAGEMENT SYSTEM ( DepEd Order No. 2, s. 2015 ) PHILIPPINE PROFESSIONAL STANDARD FOR TEACHERS ( D
RPMS KRA OBJECTIVES INDICATORS COT PPST Domains PPST Strands

Strand 1.1 Content knowledge and its

1.Applies knowledge of content within and across application within and across
curriculum teaching areas curriculum areas
1. Applied knowledge of
content within and across
curriculum teaching areas

Strand 1.2 Research-based

knowledge and principles of teaching
and learning

2. Uses a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills .
Strand 1.3 Positive use of ICT

2. Used a range of teaching

strategies that enhance learner
achievement in literacy and
numeracy skills.
Strand 1.4 Strategies for promoting
literacy and numeracy

Domain 1. Content
1. Content Knowledge
and Pedagogy Knowledge and
Pedagogy
 Domain 1. Content
1. Content Knowledge
and Pedagogy Knowledge and
Pedagogy

Strand 1.5 Strategies for developing

critical and creative thinking, as well
as other higher-order thinking skills

3. Applied a range of teaching

strategies to develop critical 3. Applies a range of teaching strategies to develop critical Strand 1.6 Mother Tongue, Filipino
and creative thinking, as well as and creative thinking, as well as other higher-order and English in teaching and learning
other higher-order thinking thinking skills .
skills.

Strand 1.7 Classroom communication

strategies

5. Manages classroom structure to engage learners ,

individually or in groups ,in meaningful exploration
,discovery and hands on activities within a range of
physical learning environment.
Domain 2. Learning Strand 2.1 Learner safety and security
Environment
4. Managed classroom
structure to engage learners,
individually or in groups, in
meaningful exploration,
discovery and hands-on
activities within a range of
physical learning environments. Strand 2.2 Fair learning environment

2. Learning Environment
and Diversity of
Learners
5. Managed learner behavior
constructively by applying
positive and non-violent
discipline to ensure learning-
focused environments.
Strand 2.3 Management of classroom
structure and activities
Strand 2.4 Support for learner
participation
Strand 2.5 Promotion of purposive
learning
5. Manages learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments
Strand 2.6 Management of learner
behavior
 Strand 3.1 Learners’ gender, needs,
strengths, interests and experience

6. Used differentiated,
developmentally appropriate
learning experiences to address
learners’ gender, needs,
strengths, interests and 6. Uses differentiated, developmentally appropriate Strand 3.2 Learners’ linguistic,
experiences learning experiences to address learners’ gender, needs, cultural, socio-economic and religious
strengths, interests and experiences backgrounds

Strand 3.3 Learners with disabilities,

giftedness and talents
Domain 3. Diversity of
Learners

Strand 3.4 Learners in difficult

circumstances
 Strand 3.5 Learners from indigenous
groups

7. Planned, managed and

implemented developmentally 7. Plans, manages and implements developmentally
sequenced teaching and Strand 4.1 Planning and management
sequenced teaching and learning processes to meet
learning processes to meet of teaching and learning processes
curriculum requirements and curriculum requirements and varied teaching contexts
varied teaching contexts.

8. Participated in collegial
discussions that use teacher
and learner feedback to enrich
teaching practice. Strand 4.2 Learning outcomes aligned
with learning competencies

3. Curriculum Planning
Domain 4. Curriculum
and Planning Strand 4.3 Relevance and
responsiveness of learning programs
 9. Selected, developed,
organized and used appropriate 8. Selects, develops, organizes, and uses appropriate
teaching and learning
resources, including ICT, to
address learning goals.
4. Assessment and 10. Designed, selected,
Learning organized and used diagnostic,
formative and summative
assessment strategies
consistent with curriculum
requirements.
11. Monitored and evaluated
learner progress and
achievement using learner
attainment data.
Strand 4.4 Professional collaboration
teaching and learning resources, including ICT, to address to enrich teaching practice
learning goals
Strand 4.5 Teaching and learning
resources including ICT
Domain 5.
Assessment and
Reporting
9. Designs, selects, organizes, and uses diagnostic, Strand 5.1 Design, selection,
formative and summative assessment strategies consistent organization and utilization of
with curriculum requirements assessment strategies
Strand 5.2 Monitoring and evaluation
of learner progress and achievement
Strand 5.3 Feedback to improve
learning

12. Communicated promptly
and clearly the learners’ needs,
progress and achievement to
key stakeholders, including
parents/guardians.
Plus Factor 13. Performed various
related works/activities that
contribute to the teaching-
learning process.
Strand 5.4 Communication of learner
needs, progress and achievement to
key stakeholders
Strand 5.5 Use of assessment data to
enhance teaching and learning
practices and programs
Domain 6. Community
Linkages and Strand 6.1 Establishment of learning
environments that are responsive to
Professional community contexts
Engagement
Strand 6.2 Engagement of parents
and the wider school community in
the educative process
 Strand 6.3 Professional ethics

Strand 6.4 School policies and

procedures

Domain 7. Personal
Growth and Strand 7.1 Philosophy of teaching
Professional
Development

Strand 7.2 Dignity of teaching as a

profession
 Strand 7.3 Professional links with
colleagues

Strand 7.4 Professional reflection and

learning to improve practice

Strand 7.5 Professional development

goals

Prepared by :
LYN C. DELA CERNA Recommending Approval :
Master Teacher 2

Approved by :

CRISTY C. EPE, CESE

Schools Division Superintendent
____________________________________________
CENTER )

ONAL STANDARD FOR TEACHERS ( DepEd Order No. 42, s. 2017 )

PPST INDICATOR PPST Modules

1.1.2 Apply knowledge of content within Module 1 1.1.2 Apply

knowledge of content within and
and across curriculum teaching areas across curriculum teaching areas

1.2.2 Use research-based knowledge and

principles of teaching and learning to
enhance professional practice.
1.3.2 Ensure the positive use of ICT to
facilitate the teaching and learning
process.

Module 2 1.4.2Use a range

1.4.2Use a range of teaching strategies of teaching strategies that enhance
that enhance learner achievement in learner achievement in literacy and
literacy and numeracy skills numeracy skills

1.5.2 Apply a range of teaching strategies
to develop critical and creative thinking,
as well as other higher-order thinking
skills.
Module 3 1.5.2 Apply a
range of teaching strategies to
develop critical and creative
thinking, as well as other higher-
order thinking skills

1.6.2 Display proficient use of Mother

Tongue, Filipino and English to facilitate
teaching and learning.

1.7.2 Use effective verbal and non-verbal

classroom communication strategies to
support learner understanding,
participation, engagement and
achievement.

2.1.2 Establish safe and secure learning

environments to enhance learning
through the consistent implementation
of policies, guidelines and procedures

2.2.2 Maintain learning environments

that promote fairness, respect and care
to encourage learning.

2.3.2 Manage classroom structure to
engage learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities within
a range of physical learning
environments
Module 4 2.3.2 Manage
classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery
and hands-on activities within a
range of physical learning
environments.

2.4.2 Maintain supportive learning

environments that nurture and inspire
learners to participate, cooperate and
collaborate in continued learning.

2.5.2 Apply a range of successful

strategies that maintain learning
environments that motivate learners to
work productively by assuming
responsibility for their own learning.

2.6.2 Manage learner behavior

constructively by applying positive and
non-violent discipline to ensure
learningfocused environments.
Module 5 2.6.2 Manage learner
behavior constructively by applying
positive and non-violent discipline
to ensure learningfocused
environments.
3.1.2 Use diffrentiated , developmentally
appropriate learning experiences to
address learners’ gender, needs,
strengths, interests and experiences.
Module 6 3.1.2 Use
differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs,
strengths, interests and experiences

3.2.2 Establish a learner centered culture

by using teaching strategies that respond
to learners’ linguistic, cultural, socio-
economic and religious backgrounds.

3.3.2 Design, adapt and implement

teaching strategies that are responsive to
learners with disabilities, giftedness and
talents.

3.4.2 Plan and deliver teaching strategies

that are responsive to the special
educational needs of learners in difficult
circumstances, including: geographic
isolation; chronic illness; displacement
due to armed conflict, urban
resettlement or disasters; child abuse
and child labor practices.
3.5.2 Adapt and use culturally
appropriate teaching strategies to
address the needs of learners from
indigenous groups.

Module 7 4.1.2 Plan ,

4.1.2 Plan , manage , and implement
developmentally sequenced teaching
and learning processes to meet
curriculum requirements and varied
teaching contexts
manage and implement
developmentally sequenced
teaching and learning processes to
meet curriculum requirements and
varied teaching contexts.

4.2.2 Set achievable and appropriate

learning outcomes that are aligned with
learning competencies.

4.3.2 Adapt and implement learning

programs that ensure relevance and
responsiveness to the needs of all
learners.

4.4.2 Participate in collegial discussions
that use teacher and learner feedback to
enrich teaching practice.
4.5.2 Select, develop, organize and use
appropriate teaching and learning
resources, including ICT, to address
learning goals.
5.1.2 Design , select ,organize , and use
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
5.2.2 Monitor and evaluate learner
progress and achievement using learner
attainment data.
5.3.2 Use strategies for providing timely,
accurate and constructive feedback to
improve learner performance.
Module 8 4.4.2 Participate
in collegial discussions that use
teacher and learner feedback to
enrich teaching practice.
Module 9 4.5.2 Select, develop,
organize and use appropriate
teaching and learning resources,
including ICT, to address learning
goals.
Module 10 5.1 2 Design ,
select and organize and use
diagnostic, formative and
summative assessment strategies
consistent with curriculum
requirements.
Module 11 5.2.2 Monitor and
evaluate learner progress and
achievement using learner
attainment data.

5.4.2 Communicate promptly and clearly
the learners’ needs, progress and
achievement to key stakeholders,
including parents/guardians.
Module 12 5.4.2
Communicate promptly and clearly
the learners’ needs, progress and
achievement to key stakeholders,
including parents/guardians.

5.5.2 Utilize assessment data to inform

the modification of teaching and learning
practices and programs.

6.1.2 Maintain learning environments

that are responsive to community
contexts.

6.2.2 Build relationships with

parents/guardians and the wider school
community to facilitate involvement in
the educative process.
6.3.2 Review regularly personal teaching
practice using existing laws and
regulations that apply to the teaching
profession and the responsibilities
specified in the Code of Ethics for
Professional Teachers.

6.4.2 Comply with and implement school

policies and procedures consistently to
foster harmonious relationships with
learners, parents, and other
stakeholders.

7.1.2 Apply a personal philosophy of

teaching that is learner-centered.

7.2.2 Adopt practices that uphold the

dignity of teaching as a profession by
exhibiting qualities such as caring
attitude, respect and integrity.
7.3.2 Participate in professional networks
to share knowledge and to enhance
practice.

7.4.2 Develop a personal professional

improvement plan based on reflection of
one’s practice and ongoing professional
learning.

7.5.2 Set professional development goals

based on the Philippine Professional
Standards for Teachers.

IVY C. PACAÑA
Principal

RESULTS - BASED PERFORMNACE MANAGEMENT SYSTEM ( DepEd Order No. 2, s. 2015 )
RPMS KRA OBJECTIVES
1. Applied knowledge of content
within and across curriculum
teaching areas
2. Used a range of teaching
strategies that enhance learner
achievement in literacy and
numeracy skills.
1. Content Knowledge
and Pedagogy
REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
DIVISION OF ISLAND GARDEN CITY OF SAMAL
SAMAL DISTRICT
PEÑAPLATA CENTRAL ELEMENTARY SCHOOL ( SPED CENTER )
RPMS , PPST & TIP Alignment
PHILIPPINE PROFESSIONAL STANDARD FOR TEACHERS (
RPMS Duties & INDICATORS COT PPST Domains PPST Strands
Responsibilities
1.Applies knowledge of content Strand 1.1 Content knowledge and
within and across curriculum its application within and across
teaching areas curriculum areas
1. Applies mastery of content
knowledge and its application
across learning areas Strand 1.2 Research-based
knowledge and principles of
teaching and learning
2. Uses a range of teaching
strategies that enhance learner
achievement in literacy and
numeracy skills . Strand 1.3 Positive use of ICT
Strand 1.4 Strategies for promoting
literacy and numeracy
Domain 1. Content
Knowledge and
Pedagogy
 Domain 1. Content
1. Content Knowledge
and Pedagogy Knowledge and
Pedagogy
2. Facilitates learning using Strand 1.5 Strategies for
appropriate and innovative teaching developing critical and creative
strategies and classroom thinking, as well as other higher-
management practices order thinking skills

3. Applied a range of teaching 3. Applies a range of teaching Strand 1.6 Mother Tongue, Filipino
strategies to develop critical and strategies to develop critical and and English in teaching and
creative thinking, as well as other creative thinking, as well as other learning
higher-order thinking skills. higher-order thinking skills .

Strand 1.7 Classroom

communication strategies

5. Manages classroom structure

to engage learners , individually
or in groups ,in meaningful
exploration ,discovery and hands
on activities within a range of
3. Manages an environment physical learning environment. Strand 2.1 Learner safety and
conducive to learning security
4. Managed classroom structure
to engage learners, individually or
in groups, in meaningful
exploration, discovery and hands-
on activities within a range of
physical learning environments.
 in groups, in meaningful
exploration, discovery and hands-
on activities within a range of
physical learning environments.

Strand 2.2 Fair learning

environment

Strand 2.3 Management of

4. Adresses diversity of learners. classroom structure and activities

2. Learning Domain 2. Learning

Environment and
Diversity of Learners Environment

Strand 2.4 Support for learner

participation

Strand 2.5 Promotion of purposive

learning
 Strand 2.6 Management of learner
behavior

5. Managed learner behavior 5. Manages learner behavior

constructively by applying positive constructively by applying Strand 3.1 Learners’ gender, needs,
and non-violent discipline to positive and non-violent
ensure learning-focused discipline to ensure learning- strengths, interests and experience
environments. focused environments
6. Used differentiated,
developmentally appropriate
learning experiences to address
learners’ gender, needs, strengths,
interests and experiences
6. Uses differentiated,
developmentally appropriate
learning experiences to address
learners’ gender, needs,
strengths, interests and
experiences
Domain 3. Diversity of
Learners Strand 3.2 Learners’ linguistic,
cultural, socio-economic and
religious backgrounds
Strand 3.3 Learners with
disabilities, giftedness and talents
Strand 3.4 Learners in difficult
circumstances
Strand 3.5 Learners from
indigenous groups
 7. Planned, managed and 7. Plans, manages and
implemented developmentally implements developmentally Strand 4.1 Planning and
sequenced teaching and learning sequenced teaching and learning management of teaching and
processes to meet curriculum processes to meet curriculum learning processes
requirements and varied teaching requirements and varied teaching
contexts. contexts

8. Participated in collegial
discussions that use teacher and
learner feedback to enrich
teaching practice. Strand 4.2 Learning outcomes
aligned with learning
competencies

5. Implements and supervises Domain 4. Curriculum

3. Curriculum curricular and cu-curricular Strand 4.3 Relevance and
Planning programs to support learning. and Planning
responsiveness of learning
programs

9. Selected, developed, organized 8. Selects, develops, organizes, Strand 4.4 Professional

and used appropriate teaching and uses appropriate teaching collaboration to enrich teaching
and learning resources, including and learning resources, including practice
ICT, to address learning goals. ICT, to address learning goals
 Strand 4.5 Teaching and learning
resources including ICT

10. Designed, selected, organized

and used diagnostic, formative
and summative assessment 6. Monitors and evaluates learner
strategies consistent with progress and undertakes activities
curriculum requirements. to improve learner performance

9. Designs, selects, organizes, and

uses diagnostic, formative and
summative assessment strategies Strand 5.1 Design, selection,
7. Maintains updated records of
consistent with curriculum organization and utilization of
learners’ progress
requirements assessment strategies

11. Monitored and evaluated Strand 5.2 Monitoring and

learner progress and achievement 8. Counsels and guides learners evaluation of learner progress and
using learner attainment data. achievement
4. Assessment and Domain 5. Assessment
Learning and Reporting
4. Assessment and
Learning
12. Communicated promptly and
clearly the learners’ needs,
progress and achievement to key
stakeholders, including
parents/guardians.
13. Performed various related
works/activities that
contribute to the teaching-
learning process.
Domain 5. Assessment
and Reporting
Strand 5.3 Feedback to improve
learning
Strand 5.4 Communication of
learner needs, progress and
achievement to key stakeholders
Strand 5.5 Use of assessment data
to enhance teaching and learning
practices and programs
Domain 6. Community
Linkages and
Professional
9. Works with relevant stakeholders,
Engagement Strand 6.1 Establishment of
both internal and external , to learning environments that are
promote learning and improve responsive to community contexts
school performance.
Strand 6.2 Engagement of parents
and the wider school community
in the educative process
10. Undertakes activities towards Strand 6.3 Professional ethics
personal and professional growth.
 Strand 6.4 School policies and
procedures

Plus Factor
Plus Factor

Strand 7.1 Philosophy of teaching

Strand 7.2 Dignity of teaching as a

profession

Strand 7.3 Professional links with

colleagues

Domain 7. Personal
Growth and
Professional
Development

Strand 7.4 Professional reflection

and learning to improve practice
 Strand 7.4 Professional reflection
and learning to improve practice

Strand 7.5 Professional

development goals

Prepared by :
LYN C. DELA CERNA Recommending Approval :
Master Teacher 2

Approved by :
 CRISTY C. EPE, CESE
Schools Division Superintendent
____________________________________________
D CENTER )
TANDARD FOR TEACHERS ( DepEd Order No. 42, s. 2017 )
PPST INDICATOR
1.1.2 Apply knowledge of
content within and across
curriculum teaching areas
1.2.2 Use research-based
knowledge and principles of
teaching and learning to
enhance professional practice.
1.3.2 Ensure the positive use of
ICT to facilitate the teaching
and learning process.
1.4.2Use a range of teaching
strategies that enhance learner
achievement in literacy and
numeracy skills
TEACHER INDUCTION
PROGRAM ( DepEd Order
No. 43, s. 2017 )
PPST Modules TIP MODULES
Module 1 1.1.2 Apply Module 3 SESSION IV: KEY
knowledge of content
STAGES OF THE BASIC
within and across
curriculum teaching areas EDUCATION PROGRAM
Module 4 SESSION 2: EXPLICIT
TEACHING
Module 4 SESSION 6: SCHOOL
FORMS AND LEARNER
INFORMATION SYSTEM(LIS)
Module 2 1.4.2Use
a range of teaching Module 3 SESSION 1: EARLY
strategies that enhance LANGUAGE LITERACY AND
learner achievement in NUMERACY
literacy and numeracy
skills

1.5.2 Apply a range of teaching
strategies to develop critical
and creative thinking, as well
as other higher-order thinking
skills.
Module 3 1.5.2
Apply a range of teaching
strategies to develop
critical and creative
thinking, as well as other
higher-order thinking skills

1.6.2 Display proficient use of

Mother Tongue, Filipino and
English to facilitate teaching
and learning.

1.7.2 Use effective verbal and

non-verbal classroom
communication strategies to
support learner understanding,
participation, engagement and
achievement.

2.1.2 Establish safe and secure Module 4 SESSION 8: THE

learning environments to CHILD PROTECTION AND ANTI-
enhance learning through the BULLYING POLICIES Module 5
consistent implementation of SESSION 2: LEARNING
policies, guidelines and ENVIRONMENT
procedures
2.2.2 Maintain learning
environments that promote
fairness, respect and care to
encourage learning.
2.3.2 Manage classroom
structure to engage learners,
individually or in groups, in
meaningful exploration,
discovery and hands-on
activities within a range of
physical learning environments
2.4.2 Maintain supportive
learning environments that
nurture and inspire learners to
participate, cooperate and
collaborate in continued
learning.
2.5.2 Apply a range of
successful strategies that
maintain learning
environments that motivate
learners to work productively
by assuming responsibility for
their own learning.
Module 5 SESSION 2:
LEARNING ENVIRONMENT
Module 4 2.3.2 Manage
classroom structure to
engage learners, Module 3 SESSION 2: FLEXIBLE
individually or in groups, in LEARNING OPTIONS (FLOS)
meaningful exploration, Module 5
discovery and hands-on SESSION 2: LEARNING
activities within a range of ENVIRONMENT
physical learning
environments.
Module 5 SESSION 1:
LEARNER-CENTERED
LEARNING Module
5 SESSION 2: LEARNING
ENVIRONMENT
Module 5 SESSION 2:
LEARNING ENVIRONMENT
2.6.2 Manage learner behavior Module 4 SESSION 7:
constructively by applying Module 5 2.6.2 Manage CLASSROOM MANAGEMENT
positive and non-violent learner behavior Module 5 SESSION 2:
discipline to ensure constructively by applying LEARNING ENVIRONMENT
learningfocused environments. positive and non-violent
discipline to ensure
learningfocused
environments.
3.1.2 Use diffrentiated , Module 6 3.1.2 Use
developmentally appropriate differentiated,
learning experiences to developmentally
address learners’ gender, appropriate learning
needs, strengths, interests and experiences to address
experiences. learners’ gender, needs, Module 2 Session 5 :
strengths, interests and GENDER AND DEVELOPMENT
experiences

Module 3 SESSION 3: THE K

TO 12 CURRICULUM INCLUSIVE
EDUCATION

Module 4 SESSION 1:
DIFFERENTIATED
INSTRUCTION
3.2.2 Establish a learner
centered culture by using
teaching strategies that
respond to learners’ linguistic,
cultural, socio-economic and Module 3 SESSION 7: STUDENT
religious backgrounds. INCLUSION PROGRAM –
MUSLIM EDUCATION

3.3.2 Design, adapt and

implement teaching strategies Module 3 SESSION 5: SPECIAL
that are responsive to learners EDUCATION
with disabilities, giftedness and
talents.

3.4.2 Plan and deliver teaching

strategies that are responsive
to the special educational
needs of learners in difficult Module 3 SESSION 6:
circumstances, including: DIVERSITY OF LEARNERS –
geographic isolation; chronic ALTERNATIVE LEARNING
illness; displacement due to SYSTEM (ALS)
armed conflict, urban
resettlement or disasters; child
abuse and child labor practices.

3.5.2 Adapt and use culturally

appropriate teaching strategies Module 3 SESSION 9:
to address the needs of INDIGENOUS PEOPLES’
learners from indigenous EDUCATION PROGRAM
groups.

Module 7 4.1.2 Plan


4.1.2 Plan , manage , and
implement developmentally
sequenced teaching and
learning processes to meet
curriculum requirements and
varied teaching contexts
4.2.2 Set achievable and
appropriate learning outcomes
that are aligned with learning
competencies.
4.3.2 Adapt and implement
learning programs that ensure
relevance and responsiveness
to the needs of all learners.
4.4.2 Participate in collegial
discussions that use teacher
and learner feedback to enrich
teaching practice.
Module 7 4.1.2 Plan
, manage and implement
developmentally
sequenced teaching and Module 4 SESSION 4: DAILY
learning processes to meet LESSON LOGS
curriculum requirements
and varied teaching
contexts.
Module 4 SESSION 3: 21ST
CENTURY TEACHING
Module 8 4.4.2
Participate in collegial Module 4 SESSION 8: THE
discussions that use CHILD PROTECTION AND ANTI-
teacher and learner BULLYING POLICIES
feedback to enrich
teaching practice.
 Module 9 4.5.2 Select,
develop, organize and use
appropriate teaching and
4.5.2 Select, develop, organize learning resources, Module 4 SESSION 5:
and use appropriate teaching including ICT, to address CONTEXTUALIZATION,
and learning resources, learning goals. LOCALIZATION, AND
including ICT, to address INDIGENIZATION OF
learning goals. RESOURCE MATERIALS

5.1.2 Design , select ,organize ,
and use diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements.
Module 10 5.1 2
Desing , select and
organize and use
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.

5.2.2 Monitor and evaluate
learner progress and
achievement using learner
attainment data.
Module 11 5.2.2
Monitor and evaluate
learner progress and
achievement using learner
attainment data.
5.3.2 Use strategies for
providing timely, accurate and
constructive feedback to
improve learner performance.
5.4.2 Communicate promptly
and clearly the learners’ needs,
progress and achievement to
key stakeholders, including
parents/guardians.
5.5.2 Utilize assessment data to
inform the modification of
teaching and learning practices
and programs.
6.1.2 Maintain learning
environments that are
responsive to community
contexts.
6.2.2 Build relationships with
parents/guardians and the
wider school community to
facilitate involvement in the
educative process.
Module 12 5.4.2
Communicate promptly
and clearly the learners’
needs, progress and
achievement to key
stakeholders, including
parents/guardians.
Module 6 SESSION 1:
COMMUNITY AS A RESOURCE
IN THE TEACHING-LEARNING
PROCESSS
Module 6 SESSION 1:
COMMUNITY AS A RESOURCE
IN THE TEACHING-LEARNING
PROCESSS Module 6
SESSION 2: THE SCHOOL AND
COMMUNITY RELATIONSHIPS
6.3.2 Review regularly personal
teaching practice using existing
laws and regulations that apply
to the teaching profession and
the responsibilities specified in
the Code of Ethics for
Professional Teachers.
Module 1 Session 7 : CODE
OF ETHICS Domain 6:
Community Linkages and
Professional Engagement
Strand: Professional Ethics
Module 1 Session 9 : CODE
OF ETHICS SALARIES , WAGES ,
AND BENEFITS OF TEACHERS
Domain 6: Community
Linkages and Professional
Engagement Strand:
Professional Ethics
 Module 1 Session 2 DEPED
ORGANIZATIONAL STRUCTURE
AND SCHOOL PROCESSES
Domain 6:
Community Linkages and
Professional Engagement
Strand: School Policies and
Procedures
Module 6 SESSION 3: PARENTS
AS TEACHERS’ PARTNERS IN
6.4.2 Comply with and THE STUDENTS’ LEARNING
implement school policies and AND AS STAKEHOLDER OF THE
procedures consistently to SCHOOL
foster harmonious Module 6 SESSION 4.
relationships with learners, STRENGTHEN AND SUSTAIN
parents, and other GOOD RELATIONSHIPS WITH
stakeholders. THE PARENTS/GUARDIANS
AND THE WIDER COMMUNITY
Module 6 SESSION
5: BUILDING PARTNERSHIP
AND ESTABLISHING LINKAGES
Module
6 SESSION 1: COMMUNITY AS
A RESOURCE IN THE
TEACHING-LEARNING
PROCESSS

7.1.2 Apply a personal
philosophy of teaching that is
learner-centered.
7.2.2 Adopt practices that
uphold the dignity of teaching
as a profession by exhibiting
qualities such as caring
attitude, respect and integrity.
7.3.2 Participate in professional
networks to share knowledge
and to enhance practice.
7.4.2 Develop a personal
professional improvement plan
based on reflection of one’s
practice and ongoing
professional learning.
Module 1 Session I
MANDATE ,VISION, MISSION,
CORE VALUES AND STRATEGIC
DIRECTIONS Domain 7:
Personal Growth and
Professional Development
Strand: Philosophy of Teaching
Module 1 Session 2
TEACHING AS A PROFESSION
AND AS A VOCATION Domain
7: Personal Growth and
Professional Development
Strand: Philosophy of Teaching
Module 1 Session 8: RPMS
DOMAIN 7: PERSONAL
GROWTH AND PROFESSIONAL
DEVELOPMENT STRAND:
PROFESSIONAL REFLECTION
AND LEARNING TO IMPROVE
PRACTICE
Module 2 Session 1 : SELF
AWARENESS , SELF MASTERY
AND TEACHER AGENCY

7.5.2 Set professional
development goals based on
the Philippine Professional
Standards for Teachers.
IVY C. PACAÑA
Principal
Module 2 Session 2 :
PERSONAL PROFESSIONAL
DEVELOPMENT
Module 2 Session3:
FINANCIAL LITERACY
Module 2 Session 4: HEALTH
AND WELLNESS PROGRAM
Module 1 Session 5 CAREER
PATH WITHIN THE
DEPARTMENT OF EDUCATION
Domain 7: Personal Growth
and Professional Development
Strand: Professional
Development Goals
Module 1 Session 4 PPST
Learning Outcomes: 7
Domains of PPST Strand: 37
Strands of PPST (Beginning and
Proficient)