SYNTHESIS
NCBTS PPST CODE OF ETHICS
Domain 1 – Social Regard DOMAIN 1: CONTENT
for Learning KNOWLEDGE AND
 Act as positive role PEDAGOGY
model for students.  Content knowledge and
its application within and
across curriculum areas
 Research-based
knowledge and principles
of teaching and learning
 Positive use of ICT
 Strategies for promoting
literacy and numeracy
 Strategies for developing
critical and creative
thinking, as well as other
higher-order thinking
skills
 Mother Tongue, Filipino
and English in teaching
and learning
 Classroom
communication strategies
Domain 2 – The Learning DOMAIN 2: LEARNING
Environment ENVIRONMENT
 Creates environment
that promote  Learner safety and
fairness. security
 Makes the physical  Fair learning
environment safe environment
and conducive to  Management of
learning. classroom structure and
 Communicates activities
higher learning  Support for learner
expectations to each participation
learner.  Promotion of purposive
 Establishes and learning
maintains consistent  Management of learner
standards of behavior
learning behavior
Article II: The Teacher and
the State
Section 2. Every teacher or
school official shall actively
help carry out the declared
policies of the state, and shall
take an oath to this effect.
Article XI: The Teacher as
a Person
Section 2. A teacher shall
place premium upon self-
discipline as the primary
principle of personal behavior
in all relationships with
others and in all situations.
Article III: The Teacher
and the Community
Section 1. A teacher is a
facilitator of learning and of
the development of the youth;
he shall, therefore, render the
best service by providing an
environment conducive to
such learning and growth.
Section 5. Every teacher shall
help the school keep the
people in the community
informed about the school
work and accomplishments as
well as its needs and
problems.
Domain 3 – Diversity of DOMAIN 3: DIVERSITY Article IV: A Teacher and
Learners OF LEARNERS the Profession
 Is familiar with
learner’s  Learners’ gender, needs, Section 1. Every teacher shall
background strengths, interests and actively insure that teaching
knowledge and experiences is the noblest profession, and
experiences  Learners’ linguistic, shall manifest genuine
 Demonstrates cultural, socio-economic enthusiasm and pride in
concern for holistic and religious teaching as a noble calling.
development of backgrounds
learners  Learners with Section 2. Every teacher shall
disabilities, giftedness uphold the highest possible
and talents standards of quality
 Learners in difficult education, shall make the best
circumstances preparations for the career of
 Learners from teaching, and shall be at his
indigenous groups best at all times and in the
practice of his profession.

Domain 4 – Curriculum DOMAIN 4: Article VII: School

 Demonstrate the CURRICULUM AND Officials, Teachers, and
mastery of the PLANNING Other Personnel
subject
 Communicates clear  Planning and Section 2. School officials,
learning goals for the management of teaching teachers, and other school
lesson that are and learning process personnel shall consider it
appropriate for the  Learning outcomes their cooperative
learners aligned with learning responsibility to formulate
 Makes good use of competencies policies or introduce
allotted instructional  Relevance and important changes in the
time responsiveness of system at all levels.
 Selects teaching learning programs
method, learning  Professional
activities, and collaboration to enrich
instructional teaching practice.
material or  Teaching and learning
resources resources including ICT
appropriate to
learners and aligned
to the objectives of
the lesson
Domain 5 – Planning, DOMAIN 5:
Assessing, Reporting ASSESSMENT AND
 Communicates REPORTING
promptly and clearly
to learners, parents  Design, selection,
and superiors about organization and
the progress of the utilization of assessment
learners. strategies
 Develops and uses a  Monitoring and
variety of evaluation of learner
appropriate progress and
assessment strategies achievement
to monitor and  Feedback to improve
evaluate learning. learning
 Monitors regularly  Communication of
and provides learner needs, progress
feedbacks on and achievement to key
learners’ stakeholders
understanding of  Use of assessment data to
content. enhance teaching and
learning practices and
programs
Domain 6- Community DOMAIN 6:
Linkages COMMUNITY
 Establishes learning LINKAGES AND
environments that PROFESSIONAL
respond to the ENGAGEMENT
aspirations of the
community  Establishment of learning barangay, and shall welcome
environments that are
responsive to community such leadership when needed,
contexts
 Engagement of parents
and the wider school
community in the
educative process
 Professional ethics
 School policies and
procedures
Article IX: The Teachers
and Parents
Section 2. Every teacher shall
inform parents, through
proper authorities, of the
progress and deficiencies of
learner under him, exercising
utmost candor and tact in
pointing out the learner's
deficiencies and in seeking
parent’s cooperation for the
proper guidance and
improvement of the learners.
Article III (The Teacher
and The Community
Section 6. Every teacher is
intellectual leader in the
community, especially in the
the opportunity to provide
to extend counselling
services, as appropriate, and
to actively be involved in
matters affecting the welfare
of the people.
Section 7. Every teacher shall
maintain harmonious and
pleasant personal and official
relations with other
professionals, with
government officials, and
with the people, individually
or collectively.
Domain 7 – Personal DOMAIN 7: PERSONAL Article V: The Teachers
Growth and Professional GROWTH AND and the Profession
Development PROFESSIONAL
 Takes pride in the DEVELOPMENT Section 5. It shall be the
nobility of teaching responsibility of every
as a profession.  Philosophy of teaching teacher to seek correctives for
 Builds professional  Dignity of teaching as a what may appear to be an
links with colleagues profession unprofessional and unethical
to enrich teaching  Professional links with conduct of any associate.
practices. colleagues However, this may be done
 Reflects on the  Professional reflection only if there is
extent of the and learning to improve incontrovertible evidence for
attainment of practice such conduct.
learning goals.  Professional
development goals Article VI: The Teacher
and Higher Authorities in
the Profession

Section 6. A teacher who

accepts a position assumes a
contractual obligation to live
up to his contract, assuming
full knowledge of
employment terms and
conditions.