The National Competency-Based Teacher Standards
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Transcript of The National Competency-Based Teacher Standards
TEACHER
TEACHERCOMMUNITY
CLASSROOM
NATIONALCOMPETENCY- BASED
TEACHERSTANDARDS
Christian Sebastian
The
Domains 1 to 3
WHAT IS THE NATIONAL COMPETENCY-BASED TEACHER-STANDARDS?
NCBTSThe National Competency –Based Teacher Standards is an integrated theoretical framework that defines the
different dimensions of effective teaching.
Teacher Education and Development Program(TEDP)
WHY DO WE NEED THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS?
WHY NEED NCBTS?Filipino teachers often get mixed signals about what
it means to be an effective teacher.
The NCBTS provides single framework that shall define effective teaching in all aspects of a teacher’s
professional life and in all phases of teacher development.
WHAT DOES COMPETENCY-BASED MEAN?
COMPETENCY-BASED?Standards of
Effective and Good Teaching
What the Teacher is Competent to Do=
NCBTS is concerned with whether teachers are competent in helping students learn.
DOES NCBTS MAKE TEACHING PROFESSION MORE COMPLICATED AND DIFFICULT?
GONE COMPLICATED?
The NCBTS has simply articulated this expectation so that it is clear to all concerned.
WHAT IF TEACHERS CANNOT DO THIS TYPE OF TEACHING?
IF NOT DONE?In other words, the NCBTS takes a development
perspective about teaching standards.
It provides concrete GUIDEPOSTS to help teachers become better and better.
HOW DOES THE NCBTS DEFINE GOOD TEACHING?
NCBTS AND GOOD TEACHING?
7 Doma
ins
Strands/Standards
Specific Performance Indicators
A domain is defined as a distinctive sphere of the teaching learning process, and is also a well-defined arena for
demonstrating positive teacher practices.
Each of these domain is defined in terms of a principle of ideal teaching associated with enhanced student learning
DOMAIN
Standards are in the form of strands.
Strands refer to more specific dimensions of positive teacher practices under the broad conceptual domain.
STANDARDS
These are concrete, observable and measurable teacher behavior, actions,
habits, routines, and practices known to create, facilitate, and support enhanced
student learning
PERFORMANCE INDICATOR
THE SEVEN DOMAINS OF THE NCBTS
1. Social Regard for Learning2. Learning Environment3. Diversity of Teachers4. Curriculum5. Planning, Assessing and Reporting6. Community Linkages7. Personal Growth and Development
THE SEVEN DOMAINS OF THE NCBTSDomain 1: Social Regard for Learning
Domain 2: The Learning Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum
Domain 5: Planning, Assessing and Reporting
Domain 6: Community Linkages
Domain 7: Personal Growth and Professional Development
Domain 1SOCIAL REGARD FOR LEARNING
This domain 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 teacher’s actions, statements, and different
types of social interactions with the students exemplify this ideal.
DOMAIN 1
Strands of Derived Teaching Performance Performance Indicator
1.1. Acts as a positive
role model for students
1.1.1. Implements school policies and procedures
1.1.2.Demonstrates punctuality
1.1.3. Maintains appropriate appearance
1.1.4. Is careful about the effect of one’s behavior on students
1.1.5. Shows respect for other persons and their ideas
Domain 2THE LEARNING ENVIRONMENT
This domain focuses on the importance of providing for a social,
psychological and physical environment within which all students, regardless of their
individual differences in learning, can engage into different learning
activities and work towards attaining high standards of learning.
DOMAIN 2
Strands of Desired Teaching Performance Performance Indicators
2.1.Creates an
environment that promotes fairness
2.1.1. Maintains a learning environment of courtesy and respect for different learners
2.1.2. Provides gender-fair opportunities for learners learning
2.1.3. Recognizes that every learner has strengths.
DOMAIN 2
Strands of Desired Learning Teaching Performance Performance Indicators
2.2.Makes the physical
environment safe and conducive to learning
2.2.1. Maintains a safe, clean and orderly classroom free from distractions
2.2.2. Arranges challenging activities given the physical environment
DOMAIN 2Strands of Desired Learning Teaching
Performance Performance Indicators
2.3.Communicates higher learning expectations
2.3.1. Uses individual and co-operative learning activities to improve capacities of learners for higher learning2.3.2. Encourage 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 learning2.3.5 Communicates and maintains high standards of learning performance
DOMAIN 2
Strands of Desired Learning Teaching Performance Performance Indicators
2.4. Establishes and
maintains consistent standards of
learners’ behavior
2.4.1. Handles behavior problems quickly and with due respect to children’s rights2.4.2 Gives timely feedback to reinforce appropriate to learner’s behavior2.4.3. Guides individual learners requiring development of appropriate social and learning behavior2.4.4. Communicates and enforces school policies and procedures for appropriate learner behavior2.4.5 Encourages free expression of ideas from students2.4.6 Creates stress-free environment
Domain 3DIVERSITY OF LEARNERS
This domain emphasizes the idea that the teachers can facilitate the
learning process in diverse learners by recognizing first 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.
DOMAIN 3Strands of Desired Teaching
Performance Performance Indicators
3.1.Is familiar with learner’s background knowledge
and experiences
3.1.1. Obtains information on the learning styles, multiple intelligences and needs of learners3.1.2. Designs or selects learning experiences suited to different kind of learners3.1.3. Establishes goals that define appropriate expectations for all learners3.1.4. 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
DOMAIN 3
Strands of Desired Teaching Performance Performance Indicators
3.2.Demonstrates concern
for holistic development of learners
3.2.1. Recognizes multi-cultural background of learners when providing learning opportunities3.2.2. Adopts strategies to address needs of differently-abled students3.2.3. Makes appropriate adjustments for learners of different socio-economic backgrounds