This career stage has gained the qualifications recognized for entry into the teaching profession. The teachers have a strong understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. 

When the teacher reaches Career Stage 2 or Proficient Teachers, these are the things that he/she is capable to perform

I.  professionally independent in the application of skills vital to the teaching and learning   

       process

II.  provide focused teaching programs that meet curriculum and assessment requirements

III. display skills in planning, implementing, and managing learning programs

IV.  actively engage in collaborative learning with the professional community and other

       stakeholders for mutual growth and advancement

In Career Stage 3 or Highly Proficient Teachers,  it is expected that the teachers consistently display a high level of performance in their teaching practice. They manifest an in-depth and sophisticated understanding of the  ____________

Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices. They  ______

I.   exhibit exceptional capacity to improve their own teaching practice and that of others

II.  provide focused teaching programs that meet curriculum and assessment requirements

III.  are recognized as leaders in education, contributors to the profession and initiators of

       collaborations and partnerships

IV. create lifelong impact in the lives of colleagues, students and others

They  have gained the qualifications recognized for entry into the teaching profession.

They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement.

They are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships.

They exhibit commitment to inspire the education community and stakeholders for the improvement of education provision in the Philippines.

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. 

Domain 2. Learning Environment highlights the role of school heads to provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement.

Domain 3 emphasizes the central role of teachers in establishing teaching career that are responsive to learner diversity

Domain 4 addresses teachers’ theories and interaction with the national and local curriculum requirements.

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.

Domain 6 affirms the authority and accountability of teachers in establishing school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative process.

Domain 7 focuses on teachers’ personal growth and professional development. It accentuates teachers’ proper and high personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity