The Teacher in the Classroom Community Recently

The Teacher in the Classroom Community

The Teacher in the Classroom Community

The National competency-Based Teacher Standards (NCBTS) What does NCBTS stand for? It is an integrated theoretical framework that defines the different dimensions of effective teaching.

The NCBTS Framework is divided in 7 Domains:

1. Social Regard for Learning2. Learning Environment3. Diversity of Learners4. Curriculum5. Planning, Assessing, reporting6. Community Linkages7. Personal growth and Professionalism

Domain 1Social Regard for Learning Focuses on the ideal that the teachers serve as positive and powerful role models of the values of the pursuit of learning of different kinds of effort to learn. The teachers actions statements and diff. types of social interactions with students exemplify this ideal.

Social Regard for Learning Strands of desired teaching Performance1.1 Acts as positive role model for students.Performance indicators1.1.1 implements school policies and procedure1.2.2 demonstrates punctuality1.3.3 Maintains appropriate appearance1.4.4 Is careful about the effect ones behavior on students1.5.5 Shows respect for other persons and their ideas.

Domain 2Learning Environment The domain of Learning Environment focuses on importance of providing for a social, psychological environmental within which all students, regardless of their individual differences in learning, can engage the diff. learning activities and work towards attaining high standards of learning.

Learning EnvironmentStrands of Desired Teaching Performance2.1 Creates an environment that promotes fairness

2.2 Makes the physical environment safe and conducive to learningPerformance indicators2.1.1 Maintains a learning environment of courtesy and respect for different .2.1.2 Provides gender-fair opportunities for learning2.1.3 Recognizes that every learner has strengths

2.2.1 Maintains safe, clean and orderly classroom free from distractions2.2.2 Arranges challenging activities given the physical environment.

2.3 Communicates higher leaning expectations to each learner2.3.1 Uses individual and co-operative learning activities to improve capacities of learners for higher learning.2.3.2 Encourages learners to ask questions2.3.3 Provides learners with a variety of learning experiences2.3.4 provides varied enrichment activities to nurture the desire for further learning 2.3.5 Communicates and maintains high standards of learning performance

2.4 Establishes and maintains consistent standards of learners behavior2.4.1 Handles behavior problems quickly and with due respect to children's rights2.4.2 Gives timely feedback to reinforce appropriate to learners behavior2.4.3 Guides individual learners requiring development of appropriate social & learning behavior2.4.4 Communicates and enforces school policies & procedures for appropriate learner behavior2.4.5 Encourages free expression of ideas from students2.4.6 Creates stress-free environment

Domain 3Diversity Learners Emphasize the idea that the teachers can facilitate the learning process in diverts learners by first recognizing and respecting individual differences , then using knowledge about students differences to design diverse sets of learning activities to ensure that all students can attain desired learning goals.

Strands of desired teaching performance3.1 is familiar with learners background knowledge and experiencesPerformance indicators3.1.1 Obtains information on the learning styles, multiple intelligence and needs of learners3.1.2 Designs or selects learning experiences suited to different kinds of learners3.1.3 Establishes goals that define appropriate expectations for all earners3.1.4 Paces lessons appropriate to needs and /or difficulties of learners3.1.5 initiates other learning approaches for learners whose needs have not been met by usual approaches

3.2 Demonstrates concern for holistic development of learners3.2.1 Recognize multi-cultural background of learners when providing learning opportunities3.2.2 Adopts strategies to address of diffrently-abled students3.2.3 Makes appropriate adjustments for learners of different socio-economic backgrounds

Domain 4. Curriculum The domain Curriculum refers to all elements of the teaching-learning process that work in convergence to help students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. these elements include the teachers knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources.

Strands of Desired Teaching Performance4.1 Demonstrates mastery of the subjectPerformance Indicators.4.1.1 Delivers accurate and updated content knowledge using appropriate methodologies, approaches and strategies4.1.2 Integrates language, literacy and quantitative skill development and values in his/her subject area4.1.3 Explains learning goals, instructional procedure and content clearly and accurately to students4.1.4 links the current content with past and future lessons

4.2 Communicates clear learning goals for the lessons that are appropriate for learners4.1.5 Aligns with lesson objectives the teaching methods, learning activities and instructional materials or resources appropriate to learners4.1.6 Creates situations that encourage learners to use higher order thinking skills4.1.7 Engages and sustains learners in the subject by making content meaningful an relevant to them 4.1.8 Integrates relevant scholarly works and ideas to enrich the lesson as needed content 4.1.9 Integrates of subject area with other discipline

4.2.1 Sets appropriate learning goals4.2.2 Understands the learning goals

4.3 Makes good use of allotted instructional time

4.4 selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson.4.3.1 Establishes routines and procedures to maximize instructional time 4.3.2 Plans lessons to fit within available instructional time

4.4.1 Translates learning competencies to instructional objectives 4.4.2 Selects, prepares and utilizes instructional materials appropriate to the learners and to the learning objectives4.4.3 Provides activities and uses materials which fits the learners learning styles, goals and culture

4.5 teacher recognizes general learning process as well as unique processes of individual learners

4.6 Teachers promotes purposive study

4.7 teacher demonstrates skills in the use of information and Communication technology in teaching and learning4.5.1 Design & utilizes teaching methods that take into account the learning process

4.6.1 Cultivates good study habits through appropriate activities and projects

4.7.1 Utilizes information and communication technology to enhance teaching learning

Domain 5 Planning, Assessment & ReportingRefers to the alignment of assessment and planning activities. In particular the domain focuses on the (1) use of assessment data and revise teaching learning plans, (2) the integration of assessment procedures in the plan and implementation of teaching-learning activities, and (3) reporting on learners actual achievement and behavior.

Strands of Desired Teaching Performance5.1 Communicates promptly and clearly to learners parents and superiors about the progress

5.2 Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning

Performance Indicators5.1.1 Shows proofs of instructional planning5.1.2 Implements instructions as plan5.1.3 Demonstrates ability to cope with varied teaching milieu

5.2.1 Prepares formative and summative test in line with the curriculum5.2.2 Employs non-traditional assessment techniques

5.2.3 Interprets and uses assessment results t improve teaching and learning5.2.4 Identifies teaching-learning difficulties and possible causes and takes appropriate action to address them5.2.5 Uses tools for assessing authentic learning

5.3 Monitors regularly and provides feedback on learners understanding of the content5.3.1 Provides timely and accurate feedback to leaner's to encourage them to reflect on an monitor their own learning5.3.2 Keeps accurate records of grades /performance levels of the learners5.3.3 Conducts regular meetings w/ learners & parents to report learners progress5.3.4 Involves parents to participate in school activities that promote learning

Domain 6Community Linkages Focuses on the ideal that classroom activities are meaningfully linked to the experiences and aspirations of the students in their home and communities. Thus the domain focuses on the teachers efforts directed at strengthening the links between schools and communities, particularly as these links help in the attainment of the curricular goals.

Strands of Desired Teaching Performance

6.1 Establishes learning environments that respond to the aspirations f the communityPerformance Indicators

6.1.1 Involves community in sharing accountability for the learners achievement6.1.2 Uses community resources (human. material) to support learning6.1.3 Uses the community as laboratory for learning6.1.4 Participates in community activities that promote learning6.1.5 Uses community networks to publicize school events and achievement6.1.6 Encourages students to apply classroom learning to the community

Domain 7Personal Growth & Professional DevelopmentEmphasizes the ideal that teachers value having a high personal regard for profession, concern for professional development, and continuous improvement as teachers.

Strands of desired teaching performance7.1 Takes pride in the nobility of teaching as a professionPerformance indicator7.1.1 Maintains stature behavior that upholds the dignity of teaching7.1.2 Allocates time fro personal and professional development7.1.3 Manifest personal qualities such as enthusiasm flexibility and caring7.1.4 articulates and demonstrates ones personal philosophy of teaching

7.2 Builds professional links with colleagues to enrich teaching practices

7.3 Reflects on the extent of the attainment of professional development goals7.3.1 Keeps abreast with recent developments in education 7.2.2 Links w/ other institutions, organization for sharing best practices

7.3.1 Reflects on the quality of his/her own teaching7.3.2 Improves teaching performance based on feedback from students , peers & superiors cooperating teachers

7.3.3 Accepts personal accountability to learners achievement & performance 7.3.4 Uses self-evaluation to recognize & enhance ones strengths and correct ones weakness