NCBTS Seminar

NCBTSNCBTS

National Competency Based National Competency Based Teachers StandardTeachers Standard

Entry toTeacher

Education

DepEd / CSC/ HEIs

CHED/TEIs/Schools

PRC

DepEd/CHED/TEIs

TeacherInduction

DepEd

CHED/TEIs

Retirement

Teacher Development Map

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 the NCBTS?What is the NCBTS?

is an integrated theoretical is an integrated theoretical framework that defines the framework that defines the different dimensions of effective different dimensions of effective teaching, where effective teaching, where effective teaching means being able to teaching means being able to help all types of students learn help all types of students learn the different learning goals in the the different learning goals in the curriculum.curriculum.

DOMAIN 1: SOCIAL REGARD FOR LEARNING

DOMAIN 7: PERSONAL & PROFESSIONAL GROWTH

DOMAIN 2: THE LEARNING ENVIRONMENT

DOMAIN 3: THE DIVERSITY OF LEARNERS

DOMAIN 4: CURRICULUM

DOMAIN 5: PLANNING, ASSESSING & REPORTING

DOMAIN 6: COMMUNITY LINKAGES

Why Do We Need the Why Do We Need the NCBTS?NCBTS?

To direct teachers into a To direct teachers into a more effective teaching more effective teaching and learning processand learning process

Reconcile the Reconcile the expectations from the expectations from the teachers by the public teachers by the public and administratorsand administrators

provides a single provides a single framework that shall framework that shall define effective teaching define effective teaching in all aspects of a in all aspects of a teacher’s professional life teacher’s professional life and in all phases of and in all phases of teacher development. teacher development.

use of a single framework use of a single framework should minimize should minimize confusion about what confusion about what effective teaching is. The effective teaching is. The single framework should single framework should also provide a better also provide a better guide for all teacher guide for all teacher development programs development programs and projects from the and projects from the school-level up to the school-level up to the national level. national level.

Who Should Use the Who Should Use the NCBTS?NCBTS?

1.1. Anyone who is interested in Anyone who is interested in improving teaching practices improving teaching practices should refer to the NCBTSshould refer to the NCBTS

2.2. teacher education institutions teacher education institutions shall use the NCBTS to design shall use the NCBTS to design and implement effective pre-and implement effective pre-service teacher education service teacher education curricula. curricula.

3.3. PRC shall refer the NCBTS in PRC shall refer the NCBTS in designing the Licensure Exam designing the Licensure Exam for Teachers.for Teachers.

4.4. Organizations and agencies Organizations and agencies that implement in-service that implement in-service education for teachers (INSET) education for teachers (INSET) shall refer to the NCBTS in shall refer to the NCBTS in developing their interventions. developing their interventions.

5.5. Award-giving bodies shall refer Award-giving bodies shall refer to the NCBTS in defining their to the NCBTS in defining their criteria for outstanding criteria for outstanding teachers.teachers.

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

7.7. individual teachers in all the individual teachers in all the public elementary and high public elementary and high schools all over the country schools all over the country shall use the NCBTS for their shall use the NCBTS for their professional development professional development activities.activities.

How Should Teachers Use the How Should Teachers Use the NCBTS?NCBTS?


Teachers can use the NCBTS in many ways:Teachers can use the NCBTS in many ways: As a guide to reflect on their current teaching As a guide to reflect on their current teaching

practicespractices As a framework for creating new teaching As a framework for creating new teaching

practicespractices As a guidepost for planning for professional As a guidepost for planning for professional

development goalsdevelopment goals As a common language for discussing teaching As a common language for discussing teaching

practices with other Teacherspractices with other Teachers use the competency-based framework as the use the competency-based framework as the

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


Can be used as self-assessment toolCan be used as self-assessment tool NCBTS can then serve as a framework for revising NCBTS can then serve as a framework for revising

current practices or for developing new teaching current practices or for developing new teaching practicespractices

Thus, the NCBTS can help each Filipino teacher Thus, the NCBTS can help each Filipino teacher become a better teacher, and assist each teacher to become a better teacher, and assist each teacher to continuously think about improving professional to continuously think about improving professional to become even better and better as facilitators of become even better and better as facilitators of student learning.student learning.

With the NCBTS all Filipino teachers also share a With the NCBTS all Filipino teachers also share a common vocabulary for discussing their teaching common vocabulary for discussing their teaching practice, for defining their ideals as teachers, for practice, for defining their ideals as teachers, for negotiating and creating strategies to improve their negotiating and creating strategies to improve their practice, and for addressing their various stakeholders practice, and for addressing their various stakeholders regarding the improvement of the teaching regarding the improvement of the teaching profession. profession.

Contrasting the Contrasting the Paradigms of TeachingParadigms of Teaching

Contrasting the Contrasting the Paradigms of TeachingParadigms of TeachingThe Traditional View The Traditional View Teaching is a technical Teaching is a technical

process, and the good process, and the good qualities of this technical qualities of this technical process are well defined. process are well defined.

Teacher knowledge is Teacher knowledge is technical knowledge technical knowledge applicable to all learners applicable to all learners and contexts. and contexts.

Teaching involves Teaching involves consistent application of consistent application of technical knowledge. technical knowledge.

Effective application of Effective application of teacher knowledge teacher knowledge dependent on prerequisite dependent on prerequisite inputs in teaching inputs in teaching environment. environment.

The NCBTS ViewThe NCBTS View

Teaching is facilitating Teaching is facilitating learning, and the qualities learning, and the qualities of good teaching are of good teaching are defined in terms of defined in terms of whether students learn or whether students learn or not.not.

Teacher knowledge is Teacher knowledge is essentially complex and essentially complex and problematic; applicability problematic; applicability varies across learners and varies across learners and contexts.contexts.

Teaching involves Teaching involves reflective and flexible reflective and flexible application of technical application of technical knowledge in ways that knowledge in ways that best bring about student best bring about student learning.learning.

Effective teaching is Effective teaching is determined within the determined within the limits and opportunities limits and opportunities found in the learning found in the learning environment.environment.

••NCBTS takes a NCBTS takes a developmental perspective developmental perspective about teaching standards. about teaching standards.

••NCBTS assumes that NCBTS assumes that teachers themselves are teachers themselves are interested in improving interested in improving their practice.their practice.

••It disagrees with the It disagrees with the stereotype that Filipino stereotype that Filipino teachers are not interested teachers are not interested or motivated to change or motivated to change and improve their and improve their teaching.teaching.

How Does the NCBTS How Does the NCBTS Define Good Teaching?Define Good Teaching?

Domain

Stands

Indicatorsl

How Does the NCBTS How Does the NCBTS Define Good Teaching?Define Good Teaching?

A domain is a distinctive sphere of the teaching-learning process, A domain is a distinctive sphere of the teaching-learning process, and is also a well-defined arena for demonstrating positive teacher and is also a well-defined arena for demonstrating positive teacher practices. practices.

Each domain is defined in terms of a principle of ideal teaching Each domain is defined in terms of a principle of ideal teaching associated with enhanced student learning. associated with enhanced student learning.

Under each domain, there are strands. Under each domain, there are strands.

Strands refer to more specific dimensions of positive teacher Strands refer to more specific dimensions of positive teacher practices under the broad conceptual domain. practices under the broad conceptual domain.

At the lowest level of the hierarchical organization, under the At the lowest level of the hierarchical organization, under the strands, specific indicators are defined. These indicators are strands, specific indicators are defined. These indicators are concrete, observable, and measurable teacher behaviors, actions, concrete, observable, and measurable teacher behaviors, actions, habits, actions, routines, and practices known to create, facilitate, habits, actions, routines, and practices known to create, facilitate, and support enhanced student learning. and support enhanced student learning.

Domain 1: Social Regard for LearningDomain 1: Social Regard for Learning

The domain of Social Regard for Learning focuses on the The domain of Social Regard for Learning focuses on the ideal that teachers serve as positive and powerful role ideal that teachers serve as positive and powerful role models of the values of the pursuit of learning and of models of the values of the pursuit of learning and of the effort to learn, and that the teachers’ actions, the effort to learn, and that the teachers’ actions, statements, and different types of social interactions statements, and different types of social interactions with students exemplify this ideal.with students exemplify this ideal.

Strand 1.1: Acts as a positive role model for studentsStrand 1.1: Acts as a positive role model for studentsKey Question for the Teacher:Key Question for the Teacher: ““Can my students appreciate and model the value of Can my students appreciate and model the value of

learning through my interactions with them?”learning through my interactions with them?”

Domain 1: Social Regard for Domain 1: Social Regard for LearningLearning

Specific Questions for the Teacher:Specific Questions for the Teacher: ““Can my students see and appreciate the value of Can my students see and appreciate the value of

pursuing learning by looking at my various actions pursuing learning by looking at my various actions and statements in the classroom?”and statements in the classroom?”

““Can my students see and appreciate the value of Can my students see and appreciate the value of exerting effort to learning by looking at my various exerting effort to learning by looking at my various actions and statements in the classroom?”actions and statements in the classroom?”

““Do I demonstrate and exemplify the values of Do I demonstrate and exemplify the values of learning and efforts in the various actions and learning and efforts in the various actions and statements I make in front of my students?”statements I make in front of my students?”

Domain 2: Learning Domain 2: Learning EnvironmentEnvironment

The domain of Learning Environment focuses on the The domain of Learning Environment focuses on the importance of providing for a social and physical importance of providing for a social and physical environment within which all students, regardless of environment within which all students, regardless of their individual differences in learning, can engage the their individual differences in learning, can engage the different learning activities and work towards attaining different learning activities and work towards attaining high standards of learning.high standards of learning.

Strand 2.1: Creates an environment that promotes Strand 2.1: Creates an environment that promotes fairnessfairness

““Do I create a social environment in my class where my Do I create a social environment in my class where my students feel that they are treated fairly?”students feel that they are treated fairly?”

Domain 3: Diversity of LearnersDomain 3: Diversity of Learners

The domain of Diversity of Learners emphasizes the ideal that The domain of Diversity of Learners emphasizes the ideal that teachers can facilitate the learning process in diverse types of teachers can facilitate the learning process in diverse types of learners, by first recognizing and respecting individual differences, learners, by first recognizing and respecting individual differences, then using knowledge about students’ differences to design then using knowledge about students’ differences to design diverse sets of learning activities to ensure that all students can diverse sets of learning activities to ensure that all students can attain appropriate learning goals.attain appropriate learning goals.

Strand 3.1: Strand 3.1: Is familiar with learners’ background knowledge and experiencesIs familiar with learners’ background knowledge and experiences ““Can I help my students learn whatever their capabilities, learning Can I help my students learn whatever their capabilities, learning

styles, cultural heritage, socio-economic backgrounds, and other styles, cultural heritage, socio-economic backgrounds, and other differences are?”differences are?”

Domain 4: CurriculumDomain 4: Curriculum

The domain of Curriculum refers to all elements of the teaching-The domain of Curriculum refers to all elements of the teaching-learning process that work in convergence to help students attain learning process that work in convergence to help students attain high standards of learning and understanding of the curricular high standards of learning and understanding of the curricular goals and objectives. These elements include the teacher’s goals and objectives. These elements include the teacher’s knowledge of subject matter, teaching-learning approaches and knowledge of subject matter, teaching-learning approaches and activities, instructional materials and learning resources.activities, instructional materials and learning resources.

Strand 4.1:Demonstrates mastery of the subjectStrand 4.1:Demonstrates mastery of the subject ““Do my students see how well I understand the subject matter I Do my students see how well I understand the subject matter I

am teaching, enough that they understand and appreciate the am teaching, enough that they understand and appreciate the importance of the lessons?”importance of the lessons?”

““Can I clearly and accurately explain the goals, procedures, and Can I clearly and accurately explain the goals, procedures, and content involved in the lessons?”content involved in the lessons?”

Domain 5: Planning, Assessing Domain 5: Planning, Assessing and Reportingand Reporting

The domain of Planning, Assessing and Reporting refers to the The domain of Planning, Assessing and Reporting refers to the aligned use of assessment and planning activities to ensure that aligned use of assessment and planning activities to ensure that the teaching-learning activities are maximally appropriate to the the teaching-learning activities are maximally appropriate to the students’ current knowledge and learning levels. In particular, the students’ current knowledge and learning levels. In particular, the domain focuses on the use of assessment data to plan and revise domain focuses on the use of assessment data to plan and revise teaching-learning plans, as well as the integration of formative teaching-learning plans, as well as the integration of formative assessment procedures in the plan and implementation of assessment procedures in the plan and implementation of teaching-learning activities.teaching-learning activities.

Strand 5.1: Communicates promptly and clearly to learners, Strand 5.1: Communicates promptly and clearly to learners, parents, and superiors about the progress of learners.parents, and superiors about the progress of learners.

““Do I provide my stakeholders (learners, parents and superiors) Do I provide my stakeholders (learners, parents and superiors) timely and accurate information about my students’ learning timely and accurate information about my students’ learning progress?”progress?”

Domain 6:Community LinkagesDomain 6:Community Linkages

The domain of Community Linkages focuses on the ideal that The domain of Community Linkages focuses on the ideal that school activities are meaningfully linked to the experiences and school activities are meaningfully linked to the experiences and aspirations of the students in their homes and communities. Thus aspirations of the students in their homes and communities. Thus the domain focuses on teachers’ efforts directed at strengthening the domain focuses on teachers’ efforts directed at strengthening the links between school and community activities, particularly as the links between school and community activities, particularly as these links help in the attainment of the curricular objectives.these links help in the attainment of the curricular objectives.

Strand 6.1: Establishes learning environments that respond to the Strand 6.1: Establishes learning environments that respond to the aspirations of the communityaspirations of the community

““Are the goals and characteristics of the teaching-learning Are the goals and characteristics of the teaching-learning activities I implement relevant to the experiences, values and activities I implement relevant to the experiences, values and aspirations in my students’ communities?” “Can my students see aspirations in my students’ communities?” “Can my students see how the goals and activities in school relate to the values and how the goals and activities in school relate to the values and aspirations in their homes and communities?”aspirations in their homes and communities?”

Personal Growth and Professional DevelopmentPersonal Growth and Professional Development

The domain of Personal Growth and Professional Development emphasizes The domain of Personal Growth and Professional Development emphasizes the ideal that teachers value having a high personal regard, concern for the ideal that teachers value having a high personal regard, concern for professional development, and continuous improvement as teachers.professional development, and continuous improvement as teachers.

Strand 7.1: Takes pride in the nobility of teaching as a professionStrand 7.1: Takes pride in the nobility of teaching as a profession ““Do my actions and statements indicate a high regard for the teaching Do my actions and statements indicate a high regard for the teaching

profession and for my continuous development as a professional profession and for my continuous development as a professional teacher?”teacher?”

““Can my colleagues see in my actions and statements how I value my Can my colleagues see in my actions and statements how I value my profession as a teacher?”profession as a teacher?”

““Do I take systematic steps to ensure that I continuously improve myself Do I take systematic steps to ensure that I continuously improve myself as a professional teacher?”as a professional teacher?”

““Am I enthusiastic about my responsibilities as a teacher?”Am I enthusiastic about my responsibilities as a teacher?” Strand 7.2: Builds professional links with colleagues to enrich teaching Strand 7.2: Builds professional links with colleagues to enrich teaching

practicepractice

G00d afternonG00d afternon

NCBTS Seminar

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