(HIGHLY PROFICIENT)

S.Y. 2024-2025
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas

4 5 6 7 8

The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher applies high- The teacher applies high-
accurate knowledge of accurate and in-depth accurate, in-depth and broad level knowledge of content level knowledge of
key concepts both in the knowledge of most concepts knowledge of all concepts in and pedagogy that creates content and pedagogy
presentation of the lesson in the presentation of the the presentation of the lesson a conducive learning within and across
and in responding to lesson and in responding to and in responding to learners’ environment that enables curriculum teaching areas
learners’ questions or learners’ questions in a questions in a manner that is an in-depth and to empower learners
comments. manner that attempts to be responsive to learner‘s sophisticated to acquire and apply
responsive to student developmental needs and understanding of the successful learning
The lesson content developmental learning promotes learning. teaching and learning strategies to assist in their
displays coherence. needs. process to meet individual development as
The teacher makes or group learning needs independent learners.
The teacher attempts to The teacher makes meaningful connections within and across
make connections across connections across curriculum across curriculum content curriculum content areas.
curriculum content areas content areas if appropriate. areas, if appropriate.
if appropriate.
FEATURES OF PRACTICE

1. The teacher clearly 1. The teacher displays 1. The teacher displays 1. The teacher applies 1. The teacher applies
explains concepts comprehensive extensive knowledge of extensive knowledge extensive and
and makes no understanding of the content. of content beyond complex content
content errors. concepts and structure 2. The teacher addresses his/her area of knowledge to
2. The content appears of the disciplines. content accurately and specialization. support learners in
to be accurate and 2. The teacher addresses its focus is congruent 2. The teacher acquiring successful
its focus shows content accurately and with the big ideas motivates learners to learning strategies in
awareness of the makes connections and/or structure of the investigate the other areas.
ideas and structure across disciplines discipline content area to 2. The teacher extends
of the discipline. expand their knowledge beyond
3. The teacher knowledge and the curriculum
demonstrates satisfy their natural requirements and
factual knowledge of curiosity. stimulates learners’
subject matter and curiosity.
attempts to connect
content across
disciplines.
 CLARIFICATIONS

SUBSTANTIAL CONTENT ERRORS ACCURATE KNOWLEDGE CURRICULUM TEACHING AREAS

extensive or significant degree of errors in the error-free content different learning/subject areas taught and learned
content of the lesson in the K to 12 curriculum which includes areas for
IN-DEPTH KNOWLEDGE Kindergarten Education, Special Education,
MODERATE CONTENT ERRORS foundational knowledge and finer details within the Alternative Learning System, Indigenous Peoples
reasonable degree of errors in the content of the curriculum teaching area Education
lesson
BROAD KNOWLEDGE For IPEd, learning/subject areas are contextualized
MINOR CONTENT ERRORS knowledge across curriculum teaching areas by interfacing the national curriculum competencies
insignificant degree of errors in the content of the with the community competencies identified in their
lesson HIGH-LEVEL KNOWLEDGE Indigenous Knowledge Systems and Practices
accurate, in-depth, and broad knowledge within and (IKSPs) (DO 32, s. 2015).
KEY CONCEPTS across curriculum teaching areas
central ideas of the topic or lesson KNOWLEDGE OF CONTENT AND PEDAGOGY
EXCEPTIONAL KNOWLEDGE integration of expertise and teaching skill for a
COHERENCE knowledge grounded in global best practices particular area; appropriateness of the pedagogy to
logical and/or developmental sequence in teaching area
presenting the lesson
WITHIN CURRICULUM TEACHING AREA
SIMPLE COHERENCE inclusion of appropriately chosen intra-disciplinary
basic logic in the sequence of the lesson with one topics and enabling learning competencies within
part linked to the next the curriculum guide of a specific learning/subject
area and grade level
PEDAGOGY
method and practice of teaching ACROSS CURRICULUM TEACHING AREA
In the context of Indigenous Peoples Education making meaningful connections and including
(IPEd), pedagogy is articulated in the IP's appropriate interdisciplinary topics and learning
Indigenous Learning System (ILS) (DO 32, s. 2015). competencies cited in the curriculum guide of other
learning/subject areas in any grade level
INDICATOR 2 Ensure the positive use of ICT to facilitate the teaching and learning process

4 5 6 7 8

The teacher utilizes ICT The teacher utilizes ICT and The teacher utilizes ICT and The teacher models the The teacher adapts and
and frequently shows generally shows evidences of consistently shows evidences positive use of ICT to adjusts ICT- based learning
evidences of the positive the positive use of ICT to of the positive use of ICT to learners in all ICT-based activities in keeping with
use of ICT to facilitate the facilitate the teaching and facilitate the teaching and learning activities. the positive use of ICT
teaching and learning learning process. learning process. appropriate to students’
process. learning needs.

FEATURES OF PRACTICE

1. The teacher gives 1. The teacher normally 1. The teacher 1. The teacher 1. The teacher reviews
credit to most of the gives credit to all the appropriately gives demonstrates and differentiates
digital information sources of digital credit to all the sources responsible use of ICT- based learning
used but some of information but some of digital information online and activities taking into
these do not follow are inappropriately he/she presented or multimedia platforms account learners’
the conventions for labeled based on the disseminated by applying digital digital literacy level.
citing sources, e.g. applied standards in throughout the lesson. etiquette and
APA, Chicago Style, citing sources. responsible social 2. The teacher monitors
etc. interaction. learners’ responsible
use of online and
2. The teacher multimedia
addresses issues, platforms in any ICT-
such as plagiarism, based learning
cyberbullying, activities supported
copyright, and/or by appropriate and
takes precaution in varied situations
sharing sensitive relevant to the
information in the lesson.
use of ICT-based
learning materials
and/or activities.
 CLARIFICATIONS

POSITIVE USE OF ICT

responsible, ethical, and appropriate use of ICT to ensure and achieve learning (PPST, 2017);
ICT includes, but is not limited to, computer hardware and software, digital resources (e.g., books, journals, research reports, databases,
scripts, etc. in digital form), and digital information/media (e.g., digital images, video, audio, websites, web pages, social media, etc.) that can
be used for instruction.

STANDARDS IN THE POSITIVE USE OF ICT IN EDUCATION

facilitate and inspire student learning and creativity; design and develop digital age learning experiences and assessments; model digital age
work and learning; promote and model digital citizenship and responsibility; and engage in professional growth and leadership (ISTE, 2008)

RARELY
seldom occurs

OCCASIONALLY
irregularly occurs

FREQUENTLY
often occurs

GENERALLY
normally occurs

CONSISTENTLY
constantly occurs
INDICATOR 3 Use effective verbal and non-verbal classroom communication strategies to support learner understanding,
participation, engagement and achievement

4 5 6 7 8
The teacher uses sufficient The teacher uses The teacher uses The teacher uses The teacher adapts and
verbal a variety of verbal and non- a variety of verbal and non- a variety of verbal and modifies verbal and non-
and non-verbal verbal communication verbal communication non-verbal verbal communication
communication strategies, strategies, which are strategies, which are well communication strategies strategies to address
which are somewhat aligned generally aligned with each aligned with each other and to create a learning learners’ individual and
with each other and support other and support most of support all of the learners. environment that group learning needs
the majority of learners. the learners. provides opportunities leading to motivation and
for inquiry and growing support.
involvement of learners
individually and in groups.

FEATURES OF PRACTICE
1. The teacher speaks 1. Teacher uses clear 1. The teacher clearly and 1. The teacher 1. The teacher adapts
clearly and at an verbal communication concisely establishes communication
appropriate pace, but employing wide communicates written classroom practices style and proactively
occasionally vocabulary along with and oral content, which promote open modifies
monopolizes the appropriate non-verbal expectations, communication communication
discussions. communication to explanations, between the teacher strategies in
ensure learning directions, and and learners, and response to
expectations are procedures using among the learners students’ learning
comprehensible to appropriate verbal and and their peers.. needs.
most learners. non-verbal
communication
methods.

2. The teacher speaks

clearly and at an
appropriate pace and
successfully facilitates
learner discussion.
 CLARIFICATIONS

VERBAL COMMUNICATION STRATEGIES LIMITED

use of spoken words and written information that includes short phrases, insufficient strategies employed when more are required by the learning
instructions, etc. situation

NON-VERBAL COMMUNICATION STRATEGIES SUFFICIENT

use of non-spoken messages that include facial expressions, gestures, minimum strategies employed as required by the learning situation
Picture Exchange Communication System (PECS), etc.
VARIETY
DISCONNECTED a range of different strategies employed as required by the learning
no association with other strategies situation

LOOSELY ASSOCIATED SOME

association substantially mismatched with other strategies less than half

SOMEWHAT ALIGNED MAJORITY

minimal degree of association with other strategies more than half

GENERALLY ALIGNED MOST

usually matched with other strategies almost all, approaching 100%

WELL ALIGNED
perfectly matched with other strategies
INDICATOR 4 Apply a range of successful strategies that maintain learning environments that motivate learners to work productively
by assuming responsibility for their own learning

4 5 6 7 8
The teacher applies sufficient The teacher applies sufficient The teacher The teacher consistently The teacher adapts and
strategies, which are strategies, which are usually applies a variety of applies strategies, which modifies strategies to
somewhat aligned with the aligned with the learning strategies, which are well are well aligned with the maintain a learning
learning goals, goals, and motivates most aligned with the learning learners’ individual and environment for learners
and motivates the majority of learners to work productively goals, and motivates all group learning needs, and to monitor and evaluate
the learners to work and be responsible for their learners to work motivates them to work their learning towards
productively and be own learning. productively and be productively and be achieving individual and
responsible for their own responsible for their own responsible for their own shared learning goals.
learning. learning. learning.

FEATURES OF PRACTICE
1. . The teacher uses 1. The teacher displays 1. The teacher applies 1. The teacher is able 1. The teacher
strategies that are likely comprehensive extensive knowledge to to create a learning consistently
to motivate and engage knowledge to engage engage all learners. environment that promotes a sense of
majority of the learners almost all learners. sustains learners’ pride in learners’
during the lesson. 2. The teacher succeeds in active engagement work or
2. The teacher succeeds in motivating all learners and self-motivation. accomplishment.
2. The teacher engages the motivating almost all to expend effort to
learners to exhibit learners to understand complete high- quality 2. The teacher leads
commitment to their role and to work. the learners to
complete the work on consistently expend monitor their own
their own but a few do effort to learn. progress as they
not work productively. strive to meet
challenging learning
goals.
 CLARIFICATIONS

LEARNING ENVIRONMENT SOME

diverse physical locations, contexts, cultures in which students learn (The less than half
Glossary of Education Reform, 2013)
MAJORITY
In the context of IPEd classroom, the ancestral domain is the primary more than half
learning environment and space for indigenous learners. It includes not
only the physical environment but the total environment including the MOST
spiritual and cultural bonds to the areas (DO 32, s. 2015). almost all, approaching 100%

LIMITED LOOSELY ASSOCIATED

insufficient strategies employed when more are required by the learning association substantially mismatched with the other learning goals
situation
SOMEWHAT ALIGNED
SUFFICIENT minimal degree of association with the other learning goals
minimum strategies employed as required by the learning situation
USUALLY ALIGNED
VARIETY generally matched with the other learning goals
a range of different strategies employed as required by the learning
situation WELL ALIGNED
perfectly matched with the other learning goals