National Competency Based Teacher Standards NCBTS A Professional Development Guide for Teachers
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Transcript of National Competency Based Teacher Standards NCBTS A Professional Development Guide for Teachers
NATIONAL COMPETENCY BASED TEACHER STANDARDS
NCBTSA PROFESSIONAL DEVELOPMENT GUIDE FOR
TEACHERS
New Era UniversityJune 23, 2010
COMPETENCY-BASED PERFORMANCE
APPRAISAL SYSTEM FOR TEACHERS
CB-PAST
NCBTS Why do we
need to know NCBTS ?
KRT 1Schools
KRT 2Teachers
KRT 3
Social Support For Learning
KRT 4Complementary
Interventions
KRT 5DepEd’s
Institutional Culture Change
BESRABasic Education Sector Reform
Agenda
Teachers are responsible for their continuous personal and professional growth…
Through
ncbts
KRT 2
NCBTSNational
Competency Based
Teacher Standards
The NCBTS provides a single framework that shall define what effective teaching is in all aspects of a teacher’s professional life and in all phases of teacher development
This will standardize the definition of what effective teaching is.
Why adopt CBTS?Teachers can use CBTS
as1. guide to reflect on their current
teaching practices2. framework for creating new
teaching practices3. guidepost for planning for
professional development goals4. common language for
discussing teaching practices with other teachers
SELF-ASSESSMENT TOOLSELF-ASSESSMENT TOOL
Anyone interested in improving teaching practices
TEIs shall use it to design and implement effective pre-service teacher education curricula
PRC shall refer to it to design the LET
Award-giving bodies shall refer to it to define their criteria for outstanding teachers
Organizations and agencies that provide In- Service Education for Teachers (INSET) shall refer to it to develop the intervention they desire
Most of all, Individual teachers in all public elementary and high schools shall use it for their professional development activities
DepED shall use the NCBTS to formulate its hiring, promotion, supervision and other policies related to the teaching profession.
The NCBTS shall also be used in designing its INSET programs for teachers
The NCBTS is used as set of guidelines by the Field Study and Pre-Service Cooperating Teacher.
What do you need to know about FSC?
• FSC are anchored on the NCBTS and the Competency Standards of CMO 30, s.2004.
• FSC are practical learning experiences which are aligned to the professional courses.
What do you need to know about FSC?
• FSC provide students with rich practical learning experiences which are drawn out from the actual learning environment.
• FSC enable students to observe, verify and reflect on the various events which relate to the concepts, methods and strategies previously learned.
What do you need to know about FSC?
• FSC provide opportunities to capture other experiences which can be further verified, confirmed and reflected on in relation to their becoming a teacher.
Successful Experiential Learning can only be delivered by a resource/cooperating teacher who has the knowledge of what experiential
learning is …anchored on the NCBTS and CS of CMO 30, s.2004
ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS
FIELD STUDY See to it that the FSS’s role is
limited to the requirements and activities of the particular FSC
Accommodate FSSs in their actual classroom teaching and are not duty bound to mentor/coach
Certifies the attendance of the FSSs
REFERENCE:
GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS
ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS
PRACTICE TEACHING Observe mentor-mentee relationship Assist the ST in honing their skills
Observe, coach/mentor and evaluate the performance of the ST
Keep a record of observations and post conferences made with the ST
Model effective teaching and management techniques
REFERENCE:
GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS
ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS
PRACTICE TEACHING Provide the ST the opportunity to teach
independently and collaboratively Allow the ST to participate in co-
curricular and school/community activities
Complete a set of summative evaluation reports for each student teacher
Recommend PASS or FAIL standing for the ST for the practicum
REFERENCE:
GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS
Entry toTeacher
Education
DepED* / Civil Service
CHED/TEIs/Schools
TeacherLicensure
PRC
Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System
DepED/CHED/TEIs
InductionTraining
DepED
In-Service Training and Professional
Development
DepEDRetirementPreparation
Pre-ServiceTraining
(BEEd/BSEd/PGCEd)National
Competency-Based Teacher Standards
The Teacher Education and Development Map
*Includes public and private schools
Entry toTeacher
Education
DepED* / Civil Service
CHED/TEIs/Schools
TeacherLicensure
PRC
Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System
DepED/CHED/TEIs
InductionTraining
DepED
In-Service Training and Professional
Development
DepEDRetirementPreparation
Pre-ServiceTraining
(BEEd/BSEd/PGCEd)National
Competency-Based Teacher Standards
The Teacher Education and Development Map
*Includes public and private schools
as a guide to reflect on ones own 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 set of guidelines for cooperating teachers to support the FS Students (FSS) and Student Teachers (ST)
HOW SHOULD TEACHERS USE THE
NCBTS?
RECAPThe NCBTS is an integrated theoretical framework that defines the different dimensions of effective teaching, where effective teaching means being able to help all types of students learn the different learning goals in the curriculum.
It provides a better guide for all teacher development programs and projects from school level up to the national level.Various stakeholders and institutions use the NCBTS in their roles to maintain quality education through effecting teaching and learning.
RECAP
NCBTS 7 DOMAINS SLDCPCT
Domain 7. Teacher Personal Growth & Professional Development TPGPD
Domain 2. Learning Environment LEDomain 3. Diversity of Learners DL
Domain 4. Curriculum C
Domain 5. Planning, Assessment and Reporting PAR
Domain 6. Community Linkages CL
Domain 1. Social Regard for Learning SRL
CBTS organized hierarchically
DOMAINS STRANDS INDICATORS
CBTS organized hierarchically DOMAIN
distinctive sphere of the teaching-learning process
well defined arena for demonstrating positive teacher practices
Defined in terms of principle of ideal teaching associated with enhancing student learning
CBTS organized hierarchicallyDOMAINSSTRANDS
more specific dimensions of positive teacher practices under the broad conceptual domain
CBTS organized hierarchically
DOMAINS STRANDS INDICATORS
concrete, observable, and measurable teacher behaviours, actions, habits, routines, and practices known to create, facilitate, and support enhanced student learning.
DOMAINS, STRANDS, INDICATORS DIMENSIONS
NATURE/QUALITY FREQUENCY, CONSISTENCY, and
APPROPRIATENESS SELF-AWARENESS
DOMAINS, STRANDS, INDICATORS DIMENSIONS NATURE/QUALITY
“How well are the essential qualities or critical features demonstrated/observed in the positive practices?”
FREQUENCY, CONSISTENCY, and APPROPRIATENESS
SELF-AWARENESS
DOMAINS, STRANDS, INDICATORS DIMENSIONS FREQUENCY, CONSISTENCY, and
APPROPRIATENESS“How often is the ideal teaching practice demonstrated?
“Is the demonstration appropriate to the particular teaching-learning process?” “Is the teacher consistent in demonstrating this ideal?
DOMAINS, STRANDS, INDICATORS DIMENSIONS SELF-AWARENESS
“Is the teacher aware or mindful of the premises, rationale, nature, and effects of the demonstrated teacher-learning process?”
SEVEN DOMAINS
Domain 1. Social regard for learning1. Demonstrates value for learning2. Demonstrates that learning is of different kinds and comes from different sourcesDomain 2. Learning Environment
1. Creates an environment that promotes fairness
2. Makes the physical environment safe and conducive to learning
3. Communicates higher learning expectations to each learner
4. Establishes and maintains consistent standards of learners’ behavior
Domain 3. Diversity of Learners
1. Is familiar with learners’ background knowledge and experiences
2. Demonstrates concern for holistic development of learner
Domain 4. Curriculum1. Demonstrates mastery of the subject2. Communicates clear learning goals for
the lessons that are appropriate for learners
3. Make good use of allotted instructional time
4. Selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to objectives of the lesson
Domain 5. Planning, Assessment & Reporting
1. Communicates promptly and clearly to learners, parents and superiors about progress of learners
2. Develops and uses a variety of appropriate assessment strategies to monitors and evaluate learning
3. Monitors regularly and provides feedback on learners’ understanding of contents
Domain 6. Community Linkages1. Establishes learning environments
that respond to the aspirations of the community
Domain 7. Teacher Personal Growth and Professional Development
1. Takes pride in the nobility of teaching as a profession.
2. Builds professional links with colleagues to enrich teaching practice.
3. Reflects on the extent of the attainment of learning goals.
Domain 1. Social regard for learning
1.Demonstrates value for learning2.Demonstrates that learning is of
different kinds and comes from different sources
Domain 2. Learning Environment1. Creates an environment that promotes
fairness2. Makes the physical environment safe
and conducive to learning3. Communicates higher learning
expectations to each learner4. Establishes and maintains consistent
standards of learners’ behavior
Domain 3. Diversity of Learners1.Is familiar with learners’
background knowledge and experiences
2.Demonstrates concern for holistic development of learner
Domain 4. Curriculum1. Demonstrates mastery of the subject2. Communicates clear learning goals for the
lessons that are appropriate for learners3. Make good use of allotted instructional
time4. Selects teaching methods, learning
activities and instructional materials or resources appropriate to learners and aligned to objectives of the lesson
Domain 5. Planning, Assessment & Reporting1.Communicates promptly and clearly to learners,
parents and superiors about progress of learners2.Develops and uses a variety of appropriate
assessment strategies to monitors and evaluate learning
3.Monitors regularly and provides feedback on learners’ understanding of contents
Domain 6. Community Linkages1.Establishes learning environments that
respond to the aspirations of the community
Domain 7. Teacher Personal Growth and Professional Development1.Takes pride in the nobility of teaching as a
profession.2.Builds professional links with colleagues to
enrich teaching practice.3.Reflects on the extent of the attainment of
learning goals.
NCBTS 7 DOMAINS SLDCPCT
Domain 7. Teacher Personal Growth & Professional Development TPGPD
Domain 2. Learning Environment LEDomain 3. Diversity of Learners DL
Domain 4. Curriculum C
Domain 5. Planning, Assessment and Reporting PAR
Domain 6. Community Linkages CL
Domain 1. Social Regard for Learning SRL
Domains Strands Indicators KSA
Domain 1-Social Regard for Learning
2 5 18
Domain 2- Learning Environment 5 17 59
Domain 3- Diversity of Learners 1 8 27
Domain 4- Curriculum 7 22 78
Domain 5- Planning, Assessing and Reporting
4 12 40
Domain 6- Community Linkages 1 6 18
Domain 7- Personal Growth and Professional Development
3 10 30
Total – 7 23 80 270
Summary of the Distribution of the Domains,
Strands, Indicators and the KSAs of the TSNA.
Code for Competency Level: L- Low F- Fair S- Satisfactory H- High
Strand 1.1 Teacher’s actions demonstrate value for learning
Indicator 1.1.1. Implements school policies and procedures
At what level do I… L F S H
1 know school policies and procedures?
2 Understand school operations?
3 implement school policies and procedures?
4 inform students, parents, and other concerned persons regarding school policies and procedures?
5 abide by school policies and procedures?
NAME: _________________________________ DATE: ___________
NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING
Please do not leave any item unanswered.
C - competency
Teacher Performance AppraisalRubric
Rating Level of Achievement
Criteria
Basic
Proficient
Advanced
Exemplary
2
3
1
4
5
Not demonstrated
Evidence of basic knowledge and skills in performing the task but requires assistance
Demonstrates adequate knowledge of the standard and consistent practice is a normal part of teaching practiceDemonstrates substantial knowledge and understanding of the standard/ performance and regularly applies it in teaching practiceComprehensive knowledge and understanding of the standard/performance criteria and skillfully integrates it into practice
Knowledge and skills of the performance criteria is not observed
APPRAISAL RATING SCALE
MATCHING FSC and NCBTS
FIELD STUDY COURSES NCBTS DOMAINS
FS 1 – Learners Development and Environment
• Learning Environment• Curriculum• Diversity of Learners • Community Linkages• Personal Growth and Prof’l Dev’t
FS2 – Experiencing the Teaching-Learning Process
• Learning Environment• Curriculum• Diversity of Learners • Planning, Assessing & Reporting• Social Regard for Learning
FS 3 – Technology in the Learning Environment
• Curriculum
MATCHING FSC and NCBTS
FS 4 – Understanding Curriculum Development
• Learning Environment• Curriculum• Diversity of Learners • Community Linkages• Personal Growth and Prof’l Dev’t• Planning, Assessing & Reporting• Social Regard for Learning
FS 5 – Learning Assessment Strategies
• Learning Environment• Curriculum•Personal Growth and Prof’l Dev’t• Planning, Assessing & Reporting
FS 6 – On Becoming a Teacher
• Learning Environment• Diversity of Learners • Community Linkages• Personal Growth and Prof’l Dev’t• Planning, Assessing & Reporting• Social Regard for Learning