Philippine

Professional
Standards for
Teachers
Domains 4: Curriculum and Planning
Domain 5: Assessment and Reporting
Prepared by:
Flor-Amado F. Cabatan, Jr.
 Objectives
• Recognize the changes
made from the NCBTS to
PPST
• Differentiate the
responsibilities of teachers at
different career stages
• Emphasize points that are
essential in a 21st century
teacher
 NCBTS Domain 4: Curriculum
Strand 4.1 Demonstrates mastery of the subject

Strand 4.2 Communicates clear learning goals for the lessons

that are appropriate for learners

Strand 4.3 Makes good use of allotted instructional time

Strand 4.4 Selects teaching methods, learning activities and

instructional materials or resources appropriate to
learners and aligned to the objectives of the lesson
PPST Domain 4: Curriculum and Planning
Strand 4.1 Planning and management of teaching and learning process

Strand 4.2 Learning outcomes aligned with learning competencies

Strand 4.3 Relevance and responsiveness of learning programs

Strand 4.4 Professional collaboration to enrich teaching practice

Strand 4.5 Teaching and learning resources including ICT

 Career Stages
• Career Stage 1: Beginning Teachers

• Career Stage 2: Proficient Teachers

• Career Stage 3: Highly Proficient

Teachers

• Career Stage 4: Distinguished

Teachers
 Strand 4.1 Planning and management of teaching
and learning process
Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4

4.1.1 Prepare 4.1.2 Plan, manage 4.1.3 Develop and apply 4.1.4 Model exemplary
developmentally and implement effective strategies in the practice and lead
sequenced teaching developmentally planning and management of colleagues in enhancing
and learning process sequenced teaching developmentally sequenced current practices in the
to meet curriculum and learning process teaching and learning planning and
requirements. to meet curriculum process to meet curriculum management of
requirements and requirements and varied developmentally
varied teaching teaching contexts. sequenced teaching and
contexts. learning process.
 Strand 4.2 Learning outcomes aligned with
learning competencies
Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4

4.2.1 Identify 4.2.2 Set achievable 4.2.3 Model to colleagues 4.2.4 Exhibit high-level skills
learning outcomes and appropriate the setting of achievable and lead in setting achievable
that are aligned with learning outcomes that and challenging learning and challenging learning
learning are aligned with outcomes that are aligned outcomes that are aligned
competencies. learning with learning competencies with learning competencies
competencies. to cultivate a culture of towards the cultivation of a
excellence for all learners. culture of excellence for all.
 Strand 4.3 Relevance and responsiveness of
learning programs
Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4

4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work collaboratively 4.3.4 Provide advice in
knowledge in the implement learning with colleagues to evaluate the design and
implementation of programs that ensure the design of learning implementation of
relevant and responsive relevance and programs that develop the relevant and responsive
learning programs. responsiveness to the knowledge and skills of learning programs that
needs of all learners. learners at different ability develop the knowledge
levels. and skills of learners at
different ability levels.
 Strand 4.4 Professional collaboration to enrich
teaching practice
Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4

4.4.1 Seek advice 4.4.2 Participate in 4.4.3 Review with 4.4.4 Lead colleagues in
concerning strategies collegial discussions colleagues, teacher and professional discussions
that can enrich teaching that use teacher and learner feedback to plan, to plan and implement
practice. learner feedback to facilitate, and enrich strategies that enrich
enrich teaching teaching practice. teaching practice.
practice.
 Strand 4.5 Teaching and learning resources
including ICT
Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4

4.5.1 Show skills in the 4.5.2 Select, develop, 4.5.3 Advise and guide 4.5.4 Model exemplary
selection, development organize and use colleagues in the skills and lead
and use of a variety of appropriate teaching selection, organization, colleagues in the
teaching and learning and learning resources, development and use of development and
resources, including ICT, including ICT, to appropriate teaching and evaluation of teaching
to address learning address learning goals. learning resources, and learning resources,
goals. including ICT, to address including ICT, for use
specific learning goals within and beyond the
school.
NCBTS Domain 5: Planning, Assessing and
Reporting
Strand 5.1 Communicates promptly and clearly to learners,
parents, and superiors about the progress of learners.

Strand 5.2 Develops and uses a variety of appropriate assessment

strategies to monitor and evaluate learning.

Strand 5.3 Monitors regularly and provides feedback on learners’

understanding of content
PPST Domain 5: Assessment and Reporting
Strand 5.1 Design, selection, organization and utilization of
assessment strategies
Strand 5.2 Monitoring and evaluation of learner progress and
achievement
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
 Homework
Choose one of the strands under Domain 5 and in 4-
8 sentences, explain the differences
among the listed responsibilities of the
teacher as he advance in the four career
stages.