National competency based teacher standards (ncbts)

National Competency-based Teacher Standards

(NCBTS)GC 603 Structured Learning Experiences for Counselling and

Management GroupRICHARD M. BAÑEZ

Presenter

DR. ELSA C. CALLOProfessor

Intended Learning Outcomes identify educational reforms that

rationalize the creation of competency-based standards for teachers;

explain the role of competency-based standards in teachers’ professional growth and development;

describe the structure of the National Competency-based Teacher Standards (NCBTS);

examine the various domains of NCBTS; and

relate the NCBTS to pre-service and in-service teachers’ training.

Teacher Education Development Plan (TEDP)

Philippine Education for All (EFA) Plan

2015

Basic Education Sector Reform

Agenda (BESRA)

Inclusive Growth

Key BESRA changes Schools as key providers of basic

education continuously improve Teachers as ethical & excellent

professionals further enhance their contribution to learning outcomes

Learning basic competencies in Filipino, English, Science and Math is an institutional and social strategy

ECE, ALS and private schooling are key support interventions to public schooling

DepED as driver of institutional reform and development of basic education

Teacher Education Development Plan (TEDP)

DepEd’s articulation of a new paradigm for quality teaching

A common framework for understanding teaching quality

Policy initiatives to reform the teaching system and to improve teaching quality

The Old and New ParadigmsThe Traditional

ViewThe NCBTS View

Teaching is a technical process, and the good

qualities of this technical process are well defined.

Teaching is facilitating learning, and the

qualities of good teaching are defined in terms of

whether students learn or not.

Teacher knowledge is technical knowledge

applicable to all learners and contexts.

Teacher knowledge is essentially complex and problematic; applicability

varies across learners and contexts.

The Old and New ParadigmsThe Traditional

ViewThe NCBTS View

Teaching involves consistent application of

technical knowledge.

Teaching involves reflective and flexible

application of technical knowledge in ways that best bring about student

learning.Effective application of

teacher knowledge dependent on

prerequisite inputs in teaching environment.

Effective teaching is determined within the

limits and opportunities found in the learning

environment.

Proposed Reforms The articulation of a singular

competency-based framework for teaching and teacher development that would guide all policies, reforms, and activities related to teaching and teacher development, and which shall be called the National Competency Based Teacher Standards (NCBTS).

Who Should Use the NCBTS? TEI :to design and implement effective

pre-service teacher education curricula. PRC: in designing the Licensure Exam

for Teachers. Organizations and agencies: that

implement in-service education for teachers (INSET) shall refer to the NCBTS in developing their interventions.

Award-giving bodies in defining their criteria for outstanding teachers.

The Department: in formulating its hiring, promotion, supervision, and other policies related to the teaching profession. It shall also use the NCBTS to guide its INSET programs for teachers.

Teacher Development MapEntry toTeacher

Education

DepEd / CSC/ HEIs

CHED/TEIs/Schools

PRC

DepEd/CHED/TEIs

TeacherInduction

DepEd

CHED/TEIs

Retirement

NationalCompetency

Based TeacherStandards

In-Service Training And Continuing

Professional Development/

Pre-ServiceTraining

TeacherLicensure

Teacher Human Resource Planning, Recruitment, Selection, Deployment, and

Recognition System

What is NCBTS?It is an integrated theoretical framework that defines the different dimensions of effective teaching.

What is NCBTS? It draws from many existing

positive expressions of good teaching found in Philippine experiences.

Good teaching is defined in terms of actual competencies associated with features of teaching in high-learning classroom activities.

The qualities of good teaching are unified under the teaching paradigm.

What is NCBTS? The NCBTS is the proposed

common framework for all teaching and teacher development programs in the Philippine formal education sector.

The NCBTS defines seven domains within which teachers can develop professionally.

Under each domain, specific strands and indicators are defined.

The NCBTS Structure

DOMAIN 1: SOCIAL REGARD FOR LEARNING

DOMAIN 7: PERSONAL & PROFESSIONAL GROWTH

Teacher as a Learner

DOMAIN 2: THE LEARNING ENVIRONMENT

DOMAIN 3: THE DIVERSITY OF LEARNERS

DOMAIN 4: CURRICULUM

DOMAIN 5: PLANNING, ASSESSING & REPORTING

DOMAIN 6: COMMUNITY LINKAGES

Teacher as Facilitator of

Learning

Knowledge and Skills for Facilitating Learning

Contextualization

Teachers serve as positive and powerful role models of the values of the pursuit of learning and of the effort to learn.

Teachers’ actions, statements, and different types of social interactions with students exemplify this ideal.

DOMAIN 1 Social Regard for Learning

DOMAIN 1 Social Regard for Learning

StrandActs as a positive role model for students

Key QuestionCan my students appreciate and model the value of learning through my interactions

with them?

It focuses on the importance of providing for a social and physical environment within which all students, regardless of their individual differences in learning.

Teachers can engage students to the different learning activities and work towards attaining high standards of learning.

DOMAIN 2 Learning Environment

DOMAIN 2 Learning Environment

Strands

Creates an environment

that promotes fairness

Makes the physical

environment safe and

conducive to learning

Communicates higher

learning expectations

to each learner

Establishes and maintains

consistent standards of

learners’ behavior

Key QuestionsDo I create a

social environment in my class where my

students feel that they are treated fairly?

Do I create a physical

environment in my class where my

students feel that they are safe and able

to learn?

Do I create a classroom

atmosphere that

encourages students to attain high levels of learning?

Do I create a consistent and orderly social climate and

organization in the classroom

for my students?

It emphasizes the ideal that teachers can facilitate the learning process in diverse types of learners:― recognizing and respecting

individual differences― using knowledge about

students’ differences

Teachers design diverse sets of learning activities to ensure that all students can attain appropriate learning goals.

DOMAIN 3 Diversity of Learners

DOMAIN 3 Diversity of Learners

StrandsIs familiar with learners’ background knowledge

and experiences

Demonstrates concern for holistic development of

learnersKey Questions

Can I help my students learn whatever their capabilities, learning

styles, cultural heritage, socio-economic

backgrounds, and other differences are?

Do my students feel that I am trying to help them learn, whatever their capabilities, learning

styles, cultural heritage, socio-economic

backgrounds, and other differences are?

It refers to all elements of the teaching-learning process that work in convergence to help students attain high standards of learning and understanding of the curricular goals and objectives.

These elements include the teacher’s knowledge of subject matter, teaching learning approaches and activities, instructional materials and learning resources.

DOMAIN 4 Curriculum

DOMAIN 4 Curriculum

Strands

Demonstrates mastery of the

subject

Communicates clear learning goals for the lessons that

are appropriate for

learners

Makes good use of allotted instructional

time

Selects teaching methods, learning

activities and instructional materials or resources

appropriate to learners and

aligned to the objectives of the lesson?

DOMAIN 4 Curriculum

Key Questions

Do my students see

how well I understand the subject matter I am

teaching that they

understand and appreciate

the importance of the lessons?

Can my students see

and appreciate the value of

the curricular goals and

objectives I have set for the different lessons in my

class?

Am I able to help my students

attain all the curricular

goals within the time

provided in the school calendar?

Do I use teaching-learning

activities and learning

resources efficiently to challenge my students to meet high levels of

mastery and understanding of curricular objectives?

This refers to the aligned use of assessment and planning activities to ensure that the teaching-learning activities are maximally appropriate to the students’ current knowledge and learning levels.

It focuses on the use of assessment data to plan and revise teaching-learning plans, as well as the integration of formative assessment procedures in the plan and implementation of teaching-learning activities.

DOMAIN 5 Planning, Assessing and Reporting

DOMAIN 5 Planning, Assessing and Reporting

StrandsCommunicates promptly and

clearly to learners, parents, and

superiors about the progress of learners.

Develops and uses a variety of appropriate assessment strategies to monitor and

evaluate learning.

Monitors regularly and provides feedback on

learners’ understanding of

content

Key QuestionsDo I provide my

stakeholders timely and accurate

information about my students’

learning progress?

Do I assess my students’ learning and knowledge

using appropriate educational assessment procedures, and use the information from these assessment procedures in planning my teaching-learning activities for the

students?

Do I provide regular feedback to each

student about their level of learning?

It deals with the ideal that school activities are meaningfully linked to the experiences and aspirations of the students in their homes and communities.

It focuses on teachers’ efforts directed at strengthening the links between school and community activities, particularly as these links help in the attainment of the curricular objectives.

DOMAIN 6 Community Linkages

DOMAIN 6 Community Linkages

StrandEstablishes learning environments that

respond to the aspirations of the communityKey Question

Are the goals and characteristics of the teaching-learning activities I implement relevant to the experiences, values and

aspirations in my students’ communities?

It emphasizes the ideal that teachers value having a high personal regard, concern for professional development, and continuous improvement as teachers.

DOMAIN 7 Personal Growth and Professional Development

DOMAIN 7 Personal Growth and Professional Development

StrandsTakes pride in the

nobility of teaching as a profession.

Builds professional links with

colleagues to enrich teaching practice.

Reflects on the extent of the attainment of learning goals.

Key QuestionsDo my actions and statements indicate

a high regard for the teaching

profession and for my continuous

development as a professional

teacher?

Do I try to learn from other

colleagues in the teaching profession

to improve my teaching practice?

Am I aware of the extent to which my

practices as a teacher influence

my students’ attainment of the learning goals?

NCBTS in Pre-Service Teachers

NCBTS in LETPRINCIPLES OF TEACHING, EDUCATIONAL TECHNOLOGY, CURRICULUM DEVELOPMENT, FIELD STUDY, AND PRACTICE TEACHING

35%

Employ activities, teaching methods, instructional materials and technology, classroom management techniques appropriate for a chosen subject area

10%

Apply appropriate approaches to lesson planning and curriculum development

6%

Apply principles in the preparation and utilization of the conventional and non-conventional technology as well as traditional and alternative teaching strategies

5%

Align curriculum components to instruction and assessment 5% Distinguish the roles of stakeholders (students, teachers,

employers, parents, and community) in the delivery of the curriculum

1%

Use activities that enhance critical, creative, and metacognitive reading skills

5%

Analyze extrinsic and intrinsic factors that affect reading performance

3%

How Should Teachers Use the NCBTS?

As a guide to reflect on their current teaching practices;

As a framework for creating new teaching practices

As a guidepost for planning for professional development goals

As a common language for discussing teaching practices with other teachers

As the guide for thinking critically about whether the teacher’s current practices are helping students attain the learning goals in the curriculum.

Intended Learning Outcomes identify educational reforms that

rationalize the creation of competency-based standards for teachers;

explain the role of competency-based standards in teachers’ professional growth and development;

describe the structure of the National Competency-based Teacher Standards (NCBTS);

examine the various domains of NCBTS; and

Relate the NCBTS to pre-service and in-service teachers’ training.

that is filled with colors and lines

Life is an artwork which are combined harmoniouslyto create an image of beauty;it is also

shaded withmaking it difficult yet challenging for us

fear, burden, and frustrationto keep on stroking our brushes to

finish a refined portrait of our selves.

- R. Bañez