Retirement

In-Service Education and Professional Development

Teacher Induction

NATIONAL COMPETENCY

BASED TEACHER

STANDARDS

Entry to Teacher

Education

Teacher Human Resource Planning,

Recruitment, Selection,

Deployment and Recognition System

Pre-service Teacher

Education BEEd/BSed/

PGCEd

Teacher Licensure

DepEd/CHED/TEI

DepEd

DepEd* and CSC

CHED/TEIs

CHED-TEI/DepEd-Schools

PRC

The 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.

Why do we need the NCBTS?

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

The use of a single framework should minimize confusion about what effective teaching is.

The single framework should also provide a better guide for all teacher development programs and projects from the school-level up to the national level.

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

PRC

Organizations and Agencies.

As a guide to reflect on their current teaching practices. As a framework for creating new teaching practices. As a guidepost for planning and professional development goals.

As a common language for discussing teaching practices with other teachers.

Teachers can use the NCBTS in many ways:

But what is “new” about the NCBTS is that these ideas have been integrated into a singular integrated framework.

There are actually “new” ideas that the NCBTS is emphasizing. For example, the idea of “competency-based” standards is a relatively new idea in teacher development in the Philippines..

Means that the standards or criteria for characterizing good teaching are defined in terms of the teacher’s credential, LET scores, grades in graduate school, degrees, personality traits, and so on, we look at what the teacher can do competently.

(a) Educational theories and empirical research on characteristics learning environment and teaching practices that lead to effective student learning.

(b) Documented successful practices and programs of schools, divisions, regions, and educational reforms projects in different parts of the country.

A technical working group was set up to study what types of classroom learning experiences were defined.

These practices were then organized and presented in a series of national, zonal, and sectoral consultations for validation and finalization

The bulk of participants were teachers, master teachers,principals,superintendents,,TEI’s, CHED,PRC,CSC, BEAM,NGO'

NCBTS does not adhere to a single educational theory. Indeed, it is a balanced framework that adopts assumptions of different educational theories.

The NCBTS articulates a view of ideal teaching that is closely linked to new paradigms about effective learning.

NCBTS defines a new paradigm of teaching where the teacher is viewed as a knowledge professional who is responsible for facilitating learning in variety of learners and learning environments.

Traditional View 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.

Teaching knowledge is technical knowledge applicable to all learners and contexts. . Asdf .

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

Teaching involves consistent application of technical knowledge.

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

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

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

No, teachers have always been expected to help all their students learn given constraints in the learning environment. The NCBTS has simply articulated this expectation so that it is clear to all concerned.

The NCBTS takes a developmental perspective about teaching standards. The framework provides concrete guideposts to help teachers become better and better.

Individual teachers have various types and levels of motivation to improve their teaching in ways that better enhance student learning.

Individual teachers have different capabilities to constantly improve their teaching for better student learning.

Individual teachers have diverse ranges of opportunities to pursue their motivations and raise their capabilities to teach better, in whatever situations they are.

The process of improving the teacher is an individual process, but this is sustained and enhanced when the efforts are collaborative and synergistic among communities of teachers.

Individual teachers may develop improved teaching practice for enhanced student learning, but the full impact on student learning is best achieved by integrated and cumulative improve improved efforts of many teachers.

The qualities of good teaching for enhanced student learning are found in individual teachers, but such qualities are strengthened and valued more when it is supported by communities of teachers and educators.

The competency-based teacher standards are organized hierarchically. The “basic” level categories of the are seven domains. A domain is a defined as a distinctive sphere if the teaching learning processes, and is also a well-defined arena for demonstrating positive teacher practices. Each domain is defined in terms of a principle of ideal teaching associated with enhanced student learning.

DOMAIN 1:

SOCIAL REGARDING FOR LEARNING

DOMAIN 2: LEARNING ENVIRONMENT

DOMAIN 3: DIVERSITY OF TEACHERS

DOMAIN 4: CURRICULUM

DOMAIN 5: PLANNING, ASSESSING AND REPORTING

DOMAIN 6: COMMUNITY LINKAGES

DOMAIN 7: PERSONAL GROWTH AND PRO-FESSIONAL DEVELOPMENT

Domain 1

Social Regard for Learning

Acts as a positive role model for students

Domain 7

Personal Growth and

Professional Development

• Takes 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

Statementof

PrincipleTeachers in all

Philippine schools are committed and accountable

for providing classroom instruction with results that

are manifested in high performance levels in terms

of student learning outcomes. Teachers are dedicated to the well-being of the students and

communities they serve, taking into account their cultural diversity, group aspirations and what

is valued in education.

Domain 2

The Learning Environment

• 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

Domain 6

Community Linkages

• Establishes learning environments that respond to the aspirations of the community

Domain 3

Diversity of Learners

• Is familiar with learner’s background knowledge and experiences

• Demonstrates concern for holistic development of learners

Domain 5

Planning Assessing and Reporting

• Communicates promptly and clearly to learners, parents, and superiors about the progress of learners

• Develops and uses a variety of appropriates assessment strategies to monitor and evaluate learning

• Monitors regularly and provides feedback on learners’ understanding of content

Domain 4

Curriculum

• 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

CMO NO. 30, SERIES 2004CMO NO. 30, SERIES 2004Article IVArticle IV

COMPENTENCY STANDARDSCOMPENTENCY STANDARDS

Graduates of the BEEd and BSEd programs are teachers who:

● have the basic ad higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;

● have a deep and principled understanding of the learning of the learning processes and the role of the teacher in facilitating these processes in their students;

● have a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes;

● have a meaningful and comprehensive knowledge of the subject matter they will teach;

● can apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches);

● have direct experience in the field/classroom (e.g., classroom observations, teaching assistance, practice teaching);

● can demonstrate and practice the professional and ethical requirements of the teaching profession;

● can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills.

● can reflect on the relationships among teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills, and practices;

● can be creative and innovative in thinking of alternative teaching approaches, and evaluate the effectiveness of such approaches in improving students learning; and

● are willing and capable to continue learning in order to better fulfill their mission as teachers.

Bachelor of Elementary Education

(BEEd)Bachelor of

Secondary Education(BSEd)

Theory and Concepts Courses

Special Topics Courses

Methods and Strategies Courses

I wish I could persuade every teacher to be proud of his occupation – not conceited or pompous, but proud. People who introduce themselves with the shame remark that they are, “Just Teachers”, gives me despair in my heart. Did you ever hear a lawyer say depreciatingly that he was only a patent attorney? Did you ever hear a physician say “I am just a brain surgeon?” I beg of you to stop apologizing for being a member of the most important profession in the world. Draw yourself upto full height, look at anybody squarely in the eye and say, “I am a Teacher.”

- William Garr