The Ncbts_ Philippine Experience

5/10/13 THE NCBTS: PHILIPPINE EXPERIENCE

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THE NCBTS: PHILIPPINE EXPERIENCE

Introduction

The Department of Education (DepEd) is headed by the Secretary Education who is currently Hon. Jesli A Lapuz. Its mission is to provide quality basiceducation that is equitably accessible to all and lay the foundation for life-long learning and service for the common good. The Basic Education sector iscomposed of 3 departments: the Elementary, the Secondary and the Alternative Learning System.

In the SY 2007-2008, the combined public and private enrollment in basic education aggregated to 19.4 million (101.13% gross enrolment rate for elementary,and 80.53 % for secondary), and rose to 19.7 this year (2008-2009), two thirds of which are elementary pupils. This years’ 2008-2009), enrolment is 1 %higher than last years’, or an increase of about 200,000 learners. The share of public schools in these enrolment figures as of last year are 11.98M(93% grossenrolment rate) for elementary and 4.92M (63% gross enrolment rate) for secondary. These enrolment levels further increased by 208,130 learners this year.They are housed in 45,430 public schools nationwide comprised of 37,352 elementary, 5,078 secondary schools and 3,000 community learning centers. If theenrolment in preschool education and alternative learning services are included, DepEd’s total clientele will exceed the 20 million mark.

Currently, the Department of Education employs a total of 582,255 teachers from the both the public and private schools that serve the basic education sector. Inthe Elementary or Primary level, grades 1-6, there are 397,368 teachers from the public schools and 49,440 from the private schools. The Secondary teachersare 184,883 where 131,865 are from the public schools and 53,018 from the private schools.

To carry out its mandates and objectives, the Department is organized into two major structural components. The Central Office maintains the overalladministration of basic education at the national level. The Field Offices are responsible for the regional and local coordination and administration of theDepartment’s mandate. RA 9155 provides that the Department should have no more than four Undersecretaries and four Assistant Secretaries with atleast one Undersecretary and one Assistant Secretary who are career service officers chosen among the staff of the Department.

At present, the Department operates with four Undersecretaries in the areas of: (1) Programs and Projects; (2) Regional Operations; (3) Finance andAdministration; and (4) Legal Affairs; four Assistant Secretaries in the areas of: (1) Programs and Projects; (2) Planning and Development; (3) Budgetand Financial Affairs; and (4) Legal Affairs.

Six centers or units attached to the Department similarly provide technical and administrative support towards the realization of the Department’s vision.These are the National Education Testing and Research Center (NETRC), Health and Nutrition Center (HNC), National Educators Academy of thePhilippines (NEAP), Educational Development Projects Implementing Task Force (EDPITAF), National Science Teaching Instrumentation Center(NSTIC), and Instructional Materials Council Secretariat (IMCS). There are four special offices under OSEC: the Adopt-a-School Program Secretariat,Center for Students and Co-curricular Affairs, Educational Technology Unit, and the Task Force Engineering Assessment and Monitoring.

In 1990-1991, a Congressional Oversight Commission on Education (EDCOM) was formalized. The EDCOM report provided the impetus forCongress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and SkillsDevelopment Authority (TESDA), respectively. The trifocal education system refocused DECS’ mandate to basic education which covers elementary,secondary and nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-level manpower training anddevelopment while CHED is responsible for higher education.

Also inn 1994, RA No, 7784 creating the Teacher Education Council was signed.The Declaration of Policy in R.A. No. 7784 underscores “that the teacher isthe key to effectiveness.

With the passage of R.A. 7722 on May 18, 1994, the Act creating the Commission on Higher Education (CHED), the supervision of higher education, includingteacher education was transferred from the Department of Education, Culture and Sports (DECS), to the Commission on Higher Education (CHED). Thiscaused the gap between the pre-service teacher training (teacher education) and the major employer of the graduates of Teacher Education Institutions (TEIs)which is the Department of Education Culture and Sports (DECS). Whereas, before R.A. 7722, there was direct communication between and among the threeDECS bureaus: Higher Education, Secondary Education and Elementary Education such mechanics was not provided for in R.A. 7722.

To bridge the gap, R.A. 7784 was enacted into law on August 4, 1994 which sought “to strengthen teacher education in the Philippines byestablishing Centers of Excellence, and creating Teacher Education Council (TEC) for the purpose, appropriating funds therefore and forother purposes”.

A. Declaration of PolicyIt is the declared policy of the State to protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps tomake such education accessible to all. It is likewise universally recognized that the teacher is the key to the effectiveness of the teaching learning processby drawing out and nurturing the best in the learner as a human being and a worthy member of society. Thus, this Act aims to provide quality educationby strengthening the education and training of teachers nationwide through a national system of excellence for teacher education.

B. Creation and Composition of the Teacher Education Council Section 5 of R.A. No. 7784 provides for the establishment of a Teacher Education Council (TEC) composed of four (4) members in an ex-officiocapacity, and seven (7) other regular members who shall be appointed by the President of the Republic of the Philippines. The Council is composed ofthe following:

Secretary of the Department of Education (DepEd), as ex-officio chairman;

A commissioner of the Commission on Higher Education (CHED), as ex-officio member;

A representative of the National Commission on Culture and Arts (NCAA), as ex-officio member;

Chairman of the Professional Regulations Commission (PRC), as ex-officio member;

One (1) representative each of center of teacher education from Luzon, Visayas, and Mindanao – who shall take into the account the views of theparents-teachers and community associations, student associations, non-governmental organizations, and people organizations concerned withbasic education;

One (1) representative of Science teachers;

One (1) representative of Mathematics teachers;

One (1) representative of Social studies teachers;



One (1) representative of Language teacher

C. Powers and Functions of the Teacher Education Council (TEC)

1. To identify and designate among existing private and public schools, teacher education institutions, as Center of Excellence for TeachersEducation (COETE) at the national, regional and provincial levels;

2. To formulate policies and standards that shall strengthen and improve the system of teacher education in all existing public and private schools;

3. To initiate a periodic review of curricula and programs for teacher education and training through methods, such as self-assessment byinstitutions;

4. To adopt an adequate and effective system of incentives such as scholarship grants, loan programs, subsidies, stipends and other similar benefitsand incentives, in order to attract and encourage outstanding high school graduates whether from public or private schools to pursue teachereducation;

5. To encourage the establishment of consortia and other cooperative arrangement among teacher education schools, public or private, for greaterefficiency and economy in the use of resources;

6. To design collaboration programs or projects that will enhance pre-service teacher training, in-service training, re-training, orientation andteacher development;

7. To direct the conduct of relevant studies as may be needed in the formulation of policies and in the planning and successful implementation ofplans, programs and projects required in attaining the purposes of this Act;

8. To review existing and recommend new legislation and policies of the government in order to improve teacher education and promote thewelfare of the teachers.

9. To recommend appropriate measures of the President, Congress, and heads of other government offices and agencies to improve, enhance, andstrengthen teacher education;

10. To call upon any department, bureau, office, or government corporation, local government unit and other concerned agencies for assistance inareas falling within their mandate.

Another important law was passed in 1994 which pertains to the Philippine Teachers Professionalization Act through R.A. 7836. RA 7836 is an actto strengthen the regulation and supervision of the practice of teaching in the Philippines and prescribing a licensure examination for teachers and forother purposes. It has the following objectives:

1. the promotion, development and professionalization of teachers and the teaching profession, and

2. the supervision and regulation of the licensure examination.

In 2000, the Presidential Commission on Education Reform (PCER) was convened in order to follow up some of the proposals of the EDCOM. After ayear of research and study, it proposed nine (9) recommendations one of which is the Strengthening Teacher Competencies at the Basic Education Level.Envisioning a quintessential teacher imbued with a passion for academic excellence, highest standards of values and virtues, and at the same time abreastwith the global changes around him/her, PCER recommends the implementation of Project TEACH or Teacher Empowerment to Achieve Competenceand Humaneness. With the objective of strengthening competencies of teachers who are already in the field (in-service level), the project aims to developthe teacher as: onewho is adept at using new learning technologies as a means of enhancing the teaching- learning process, a reading teacher, a critical/analytical and creativethinker, and a values education teacher imbued with the ideals of integrity, honesty and patriotism and the like.

Very specific programs and courses of action were recommended by the PCER in order to address the need of improving teacher education.

In keeping with the Medium Term Philippine Development Plan for 2004-2010, the focus of which is to fight poverty by building prosperity for thegreater number of the Filipino people, and to address the Education For All target, the Department of Education came us with the Basic Education SectorReform Agenda (BESRA).

BESRA is a package of policy actions collected under five key reform thrusts (KRTs) to facilitate EFA implementation:

KRT1. Continuous school improvement facilitated by active involvement of stakeholders

KRT2. Better learning outcomes achieved by improved teacher standards

KRT3. Desired learning outcomes enhanced by national learning strategies, multi-sector coordination, and quality assurance.

KRT 4. Improved impact on outcomes resulting from complementary ECE, ALS and private sector participation

KRT5. Institutional culture change in DepED to facilitate school initiatives and assuring quality

For the purpose of this paper, the focus is on KRT2: Better learning outcomes achieved by improved teacher standards.

The teaching profession has been struggling to keep pace with the changes in society and the

accompanying challenges of the technological world. With the notion that the teacher education, which consists of the pre-service education of teachers (PET)and the In-service education of teachers (INSET), has been unable to bridge the growing gap between the needs and expectations of learners, and theknowledge and skill levels of both new and existing teachers, the Teacher Education and Development Program (TEDP) was conceived. It has beeninitiated to advocate a greater format partnership between the Commission on Higher education (CHED), Teacher Education Institutes (TEIs), Philippine



Regulatory Commission (PRC), Department of Education (DepEd) and the Civil Service Commission (CSC) for the improvement of both pre-service and in-service education.

TEDP is the master plan for Teacher Education. It is the articulation of a singular competency-based framework for teaching and teacher development that wouldguide all policies, reforms, and activities related to teaching and teacher development. TEDP is a package of immediate reforms and longer policy reforms inteacher development.

The primary focus of the TEDP is improving the teaching quality but the reformed target will go beyond the basic education system. From the map (Fig 1), thecollaboration of the various agencies such as the Department of Education (DepEd) - the central unit responsible, along with the Commission on Higher Education(CHED) and the Teacher Education Institutions (TEIs), the Philippine Regulatory Commission (PRC), and the Civil Service Commission (CSC) is needed tomake the task possible. The TEDP is intended to rationalize various efforts in the teacher development under a common framework. It fell on the TeacherEducation Council (TEC), to coordinate all these efforts and to ensure accomplishments.

Fig. 1 The Teacher Education and Development Plan (TEDP)

The TEDP map sees the development of teachers as a continuum of integrated parts that begins with entry of the pre-service teacher to the teacher educationprogram and ends upon his or her retirement from the formal service. The TEDP serves as the guide post for the total teacher development programs in thePhilippines. The document is the framework that shows how the teacher progresses from entry in the pre-service teacher education to retirement from thepractice of teaching. It shows the involvement of all agencies in the development of a Professional Teacher.

1. The first point in the road map is the entry of high school graduates to any of the Teacher Training Institutions (TEIs) in the country. This is referred to as Pre-Service Teacher Education where the students are enrolled in to pursue any of the education degrees such as Bachelor of Elementary Education (BEED),Bachelor of Secondary Education (BSED). There are also non-education college degree holders who would like to qualify to be teachers. They enroll in therequired education courses to be certified as basic education teachers. The post baccalaureate program is referred to as Post Graduate Certificate in Education(PGCE), or its equivalent. Pre-service education is the main concern of the Commission on Higher Education (CHED). The Teacher Education Curriculum, theCHED Memo 30,s.2004 is prescribed by the CHED to the Teacher Education Institutions (TEIs). The Department of Education (DepEd) collaborates with theCHED-TEIs in the Field Study Courses and the Practice Teaching components of Teacher Education degree programs. This collaborative work is demonstratedin the Experiential Learning Courses (ELC) Handbook where there is a clear cooperation and designation of tasks between the TEIS and the DepEd so thestudent teacher will have a fruitful exposure and apprenticeship as they pursue their education.

2. When the students have earned a baccalaureate degree, in pre-service education, the Professional Regulation Commission (PRC) gives the LicensureExamination for Teachers (LET) to provide them the license to teach. Passing the LET and securing a teacher’s professional license are requirements foremployment and for the practice of the teaching profession.

3. After recruitment in the public school system, the teacher will be deployed and will eventually be promoted if meritorious performance is shown. This is anotherpoint in the TEDP road map, a signal for the official entry of the teacher into the DepEd system.

4. Within the next three years in service, the newly hired or recruited teacher will undergo the Teacher Induction Program (TIP). This point in the road maprequires a process where the new recruit is oriented with the educational system, the rights of the teacher, the privileges as well as the roles and responsibilities.During the TIP, the beginning teacher is given an early exposure to the specific content and processes of the curriculum in basic education. This is a point in theroad map that facilitates an easy transition from the theories learned in college to actual practice in the schools. This component of the framework is undertakenby the DepEd through the Teacher Education Council (TEC).

The TEACHER INDUCTION PROGRAM (TIP)

While it is true that pre-service training includes one or two semesters of practice teaching, the term itself seems to suggest that the practicum is only a rehearsal. It



While it is true that pre-service training includes one or two semesters of practice teaching, the term itself seems to suggest that the practicum is only a rehearsal. Itis in their first teaching assignment that new teachers are confronted by the realities of the classroom an experience that can be bewildering or even traumatic. Theliterature on beginning teachers notes that they are often “hired at the last moment, left isolated in their classrooms and given little help – a true example of the‘sink or swim’ attitude towards those newly hired”.

Induction activities are not really new to basic education schools. School administrators profess that they provide activities to assist and support beginningteachers. However, it was found out that these efforts while commendable are not formal programs and appear to be localized to individual schools and thereforea need to systematize, structure and organize the program for teachers with 0-3 years experience. Related studies reviewed by the Council reinforced the needfor a structured teacher support. There was the consensus that the beginning teacher should not develop a “curve of disenchantment” especially in their first threeyears of teaching. Thus, the Teacher Induction Program (TIP) was born.

The TIP has the following objectives:

1. Strengthen the continuum of teacher preparation and development

2. Promote excellence in public education by enhancing teacher development through a systematic series of activities that reinforce both content andpedagogical skills of beginning teachers

3. Enhance the socialization process and ensure the smooth transition of beginning teachers into the school environment

d. Foster personal and professional well-being of beginning teachers by:

providing them with a peer support network and familiarizing them with stress management techniques, thus help develop commitment to teaching as a career.

The TIP has packaged a set of 17 self-instructional modules and Implementation Manual to serve as knowledge, skill, and attitude inputs for an inductionprogram for beginning teachers with three years experience or less. The first 5 modules are meant to provide orientation and direction to the new teacher in thepublic schools. The modules are (1). Educational Laws and Surveys Programs and Projects of the Department of Education, (2.) The Philippine Basic EducationCurriculum, Multigrade Teaching, Alternative Learning System, (3.) Grading for Performance, Roles, Responsibilities and Accountabilities of a Filipino Teacher,(4.) Professionalism and Personal Welfare, and (5.) School and Community Partnership. The rest of the modules (6-17) dwell on the curriculum and instructiongeared towards the teaching of the different subject areas in both the elementary and the secondary levels. They include the teaching of English, Filipino,Mathematics, Science, Makabayan, Araling Panlipunan, Edukasyon sa Pagpapahalaga at Edukasyong Pagpapakatao (Values Education), Music, Arts, PhysicalEducation and Health (MAPEH) and Technology and Livelihood Education (TLE). The modules have a pre-test and a post-test section in order to gauge thegain of the user.

Each of the beginning teachers is assigned a mentor who guides and helps in the completion of the modules. Various monitoring activities were devised to ensurethe achievement of the objectives such as Self- Monitoring- by the Inductees, Internal Monitoring- by Mentors and Coordinators and External Monitoring – byDivision TIP Team, Regional Supervisors and TEC.

In 2006, the TIP was pilot tested in 17 divisions, in 2007 the revision and fine tuning of the modules were done and finally in 2008, the Mass institutionalization ofTeacher Induction Program through DepEd Memo No. 39, s. 2008.

5. As the teachers continue to teach in the basic education schools of the country, they continuously address their personal and professional development in orderto keep pace with the demands of the profession. This point in the roadmap is the In-service and Professional Development of Teachers. It provides variousdelivery modes to assure the necessary improvement in the learning outcomes of the students through effective teaching. In-service training is a joint responsibilityof the DepEd and the CHED- TEIs or academic institutions as the service providers. In order to further the collaborative effort of the DepEd and the TEIs,CHED and TEC identified the Centers of Training among the TEIs based on the following criteria; level 2 accreditation and fifty percent passing in the LET.

6. The end of the road map is a turning point in the teacher’s career path. Upon retirement, a professional teacher may reap the fruit of years of service and enjoyretirement doing something else not related to teaching. Others may put on a new tire and go back as a college faculty in private institutions, or put up schools andbecome school head.

The NATIONAL COMPETENCY - BASED TEACHER STANDARDS (NCBTS)

At the heart of the TEDP road map is the National Competency-Based Teacher Standard (NCBTS). Its strategic position implies that at every point along theway, the bedrock is the NCBTS. The national standard for teachers provides the fundamental direction on how each point in the map hones the teacher who isthe significant element in the country’s educational system. The great responsibility of improving the educational performance of every learner in our nation’sschools lies in the hands of the professional teachers.

The NCBTS was developed through a long series of discussions, consultative and validation meetings involving representatives from the different levels of thDepEd bureaucracy, from almost all the regions of the country, from CHED, TEIs, the PRC, the Teacher Education Council (TEC), academe, associations ofteachers, principals, directors, NGOs, Civil Service Commission and the National Economic Development Authority (NEDA), among others.

The initial framework used was drafted under the Basic Education Assistance for Mindanao(BEAM), an AusAid project in 2003-04. A Joint Memo for theAdoption of the NCBTS by TEC – DepEd, PRC , TEIs/CHED and CSC was done through a MOA signed on March 13, 2007.

The NCBTS articulates a view of ideal teaching that is closely linked to current understanding about effective learning. Thus, the qualities of the good teacher arenot defined in an abstract technical sense, as teaching is not viewed merely as a technical process that is executed with prerequisite inputs and expected outputs.Rather, the new paradigm embodied in the NCBTS is a reflective acquisition and application of complex and problematic technical knowledge to facilitatingstudent learning in actual contexts (Bernardo, 2006).

The competency-based teacher standards are organized hierarchically. At the highest level are the 7 domains. A domain is defined as a distinctive sphere of theteaching-learning process, and also a well defined arena for demonstrating positive teacher practices. Each domain is defined in terms of a principle of idealteaching associated with enhanced student learning. Under each domain are strands. Strands refer to more specific dimensions of positive teacher practices underthe broad conceptual domain. Under the strands are indicators. They are concrete, observable and measurable tche behaviors, actions, habits, routines andpractices known to create, facilitate and support enhanced student learning.

The integration aspect of the NCBTS can be seen from inside of the sphere going out. At the center are the technical aspects of teaching and learning. Domain 3-Diversity of Learners, Domain 4- Curriculum, and Domain 5- Planning, Assessing and Reporting are closely related to each other. They describe thenecessary good teaching practices. ICT competencies are included as a separate strand in the Curriculum domain. Domain 2- The Learning Environment, andDomain 6- Community Linkages connect the teaching practices to appropriate teaching-learning contexts: immediate physical, psychological, and socialcontexts to larger sub-cultural, economic, political and historical contexts of the community. All the five domains earlier mentioned make up the full range ofteacher practice that relate to facilitating learning. On the other hand, Domain 1- Social Regard for Learning, and Domain 7-Personal Growth andProfessional Development are the driving forces that trigger the other five domains. The teacher as a role model and a professional credible, dignified andeffective facilitator of learning.



As an integrated whole, the NCBTS is presented in Figure 2.

Figure 2: The National Competency Based Teachers Standards

To be able to achieve effective teaching, teachers should see themselves as capable of achieving the dimensions of good teaching. Using the NCBTS as aframework, teachers should be able to see their strengths and ensure that such strengths be consistently utilized in teaching practice. On the other hand, ifweaknesses are identified, teachers can plan for various professional development activities, including training. In short, the NCBTS describes what effective orgood teaching is in terms of what a teacher is capable of doing to make the students learn better.

The following are the essential features of the 7 domains. Specific indicators under each strand and domain can be seen in Annex A.

Domain 1: Social Regard for Learning

In this domain the teacher asks; “Can my students appreciate and model the value of learning through my interactions with them?” It focuses on the ideal thatteachers serve as positive & powerful role models of the values of the pursuit of learning & of the effort to learn, & that the teachers actions, statements, &different types of social interactions with students exemplify this ideal.

Domain 2: Learning Environment

Key Question for the Teacher: “Do I create a physical and social environment in class that allows my students to attain maximum learning?” This domain focuseson importance of providing for a social and physical environment within which all students, regardless of their individual differences in learning, can engage thedifferent learning activities and work towards attaining high standards of learning.

Domain 3: Diversity of Learners

Key Question for the Teacher:” Can I help my students learn whatever their capabilities, learning styles, cultural heritage, socio-economic backgrounds, and otherdifferences are?” This domain emphasizes the ideal that teachers can facilitate the learning process in diverse types of learners, by first recognizing and respectingindividual differences, then using knowledge about students’ differences to design diverse sets of learning activities to ensure that all students can attain theappropriate learning goals.

Domain 4: Curriculum

Key Question for the Teacher:” Can my students understand and attain the goals of the curriculum through the various learning resources and activities Iprepared? Have I made use of ICT appropriately”. This domain refers to all elements of the teaching-learning process that work in convergence to help students



attain high standards of learning and understanding of the curricular goals and objectives. These elements include the teacher’s knowledge of subject matter,teaching-learning approaches and activities, instructional materials and learning resources including ICT.

Domain 5: Planning, Assessing and Reporting

Key Question for the Teacher: “Do I assess my students’ learning and knowledge using appropriate educational assessment procedures, and do I use theinformation from these assessment procedures in planning my teaching-learning activities for the students?’ The domain of Planning, Assessing & Reporting refersto the aligned use of assessment and planning activities to ensure that the teaching-learning activities are maximally appropriate to the students’ current knowledgeand learning levels. In particular, the domain focuses on the use of assessment data to plan & revise teaching-learning plans, as well as the integration of formativeassessment procedures in the plan and implementation of teaching-learning activities.

Domain 6: Community Linkages

Key Question for the Teacher: “Are the goals and characteristics of the teaching-learning activities I implement relevant to the experiences, values and aspirationsin my students’ communities?” The domain of Community Linkages focuses on the ideal that school activities are meaningfully linked to the experiences andaspirations of the students in their homes and communities. Thus the domain focuses on teachers’ efforts directed at strengthening the links between school andcommunity activities, particularly as these links help in the attainment of the curricular objectives.

Domain 7: Personal Growth and Professional Development

Key Question for the Teacher: “Do my actions and statements indicate a high regard for the teaching profession and for my continuous development as aprofessional teacher?” The domain of Personal Growth and Professional Development emphasizes the ideal that teachers value having a high personal regard,concern for professional development, and continuous improvement as teachers.

At pre-service education, the NCBTS provides the core of the curriculum for teacher education. The competencies required of any future teacher shall be inaccord with the NCBTS. Before pre-service teacher education students graduate from a TEI, there is an assurance that these graduates have acquired thefundamental competencies required by the NCBTS. As early as the pre-service education, the formation the teachers needs to be intensified along these acceptedstandards. A set of the NCBTS for Pre-Service Teachers had been prepared patterned after the NCBTS. The 7 domains explain the nature of engagement of theprospective teachers that will encourage these future teachers to begin to understand the responsibilities and requirements of a professional teacher.

In the same manner, the Licensure Examination for Teachers (LET) is also anchored on the fundamental framework of the NCBTS. A Table of Specificationbased on the NCBTS was recently crafted for use in the Licensure Examination for Teachers effective September 2009.

The same will hold true with the criteria for recruitment, selection and promotion of teachers by the DepEd and the Civil Service Commission (CSC). Theperformance appraisal of teachers will be patterned after the same framework.

For consistency and sustained implementation, the Teacher Induction Program (TIP) has framed all its content and pedagogy on the same standard. Anyprofessional development activity or any form of delivery through in-service training should be based on the NCBTS.

The Philippine National Competency-Based Teacher Standards (NCBTS) has defined what EFFECTIVE TEACHING is. It has clearly stated the strategic andindispensable role of the TEACHER in the learning process of the students. Because of this, it is necessary that teacher development be continuously supportedand nurtured based on the NCBTS. Hence, it is imperative to determine each individual teacher’s strengths and weaknesses along the said competencies.

It is in this context that the Teacher Strengths and Training Needs Assessment (TSNA) Tool was designed. The TSNA is anchored on the overarching conceptof teacher professional development. It is formative as a tool that will encourage teachers in taking personal responsibility for their own growth and professionaladvancement. The view in mind is to promote student learning.

The TNSA tool is anchored on the NCBTS Framework where domains, strands and performance indicators are translated into specific Knowledge, Skills, andAttitudes (KSAs) to compose the TSNA Tool of 270 KSAs. This framework contains seven integrated domains for effective teaching: Domain 1–Social Regardfor Learning; Domain 2–Learning Environment; Domain 3–Diversity of Learners; Domain 4–Curriculum; Domain 5–Planning, Assessing and Reporting; Domain6–Community Linkages; and Domain 7–Personal Growth and Professional Development. Each domain has its corresponding strands and each strand hasperformance indicators. A total of seven domains, 23 strands and 80 performance indicators make up the NCBTS. For details of the NCBTS-TSNA, pleaserefer to Appendix 2.

The TSNA is essential in providing quality professional development programs that are aligned with the needs of the clientele. The TSNA determines thedifferences between the desired condition (what ought to be) and the actual condition (what is) in terms of teacher’s competencies with the NCBTS-TSNA.The actual situation is described as the current personal competencies as perceived by the teacher. The profile of the teacher’s current competencies is comparedto the NCBTS standards for effective teaching. The TSNA, therefore, identifies the difference between the expected and the current teacher’s competencies interms of Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands, and competency indicators of the NCBTS.

The TSNA involves three essential stages of training needs analysis based on the NCBTS: Phase I (What Should Be) consists of Job Analysis for EffectiveTeaching. It was done by analyzing and establishing nationally set teacher standards in behavioral terms that identify effective teaching competencies. Phase II(What is) consists of Teacher Self Analysis as a process to determine the current teacher competency levels in KSA terms which is done by the individual teacheras an effective teaching practice at the school level. Phase III (Difference analysis) is the matching of Phase 1 and Phase 2 to determine the difference betweenthe standards set and the current teachers’ data on their competencies. The difference analysis intends to find out if the teacher’s competencies are equal to, morethan, or less than the competencies established by the standards. The results provide data for the teacher profile vis a vis the standards for good teaching. PhaseIII is carried out for their respective purposes related to professional teacher training and development at the school, cluster, District or Division level

An important outcome of the TSNA process is the impact from the individual teacher that it feeds in the preparation of the Individual Plan for ProfessionalDevelopment Program (IPPD). It will also be used in designing professional development programs and activities for teachers at the school, division and regionallevels. The consolidated IPPDs would in turn inform the School Improvement Plan (SIP), Division Development Plan (DEDP) and the Regional DevelopmentPlan (REDP).

When established, the TSNA system ensures that “teachers routinely use NCBTS in making self-assessments of their current practices to identify theirindividual strengths and development needs, and that school heads, division and regional offices also routinely use CBTS in identifying teacherperformance factors that affect school-wide learning outcomes” (BESRA PIP, 2006 Version (PIP V.1, p. 21).

Currently, the NCBTS-TSNA is on a national roll out. During this summer vacation months (April – May 2009), an intensified school to school campaign will bedone where all the basic education public school teachers in all the schools would be working on their NCBTS-TSNA. By the beginning of classes (June 2009),the Principals/School Heads would have the result of the TSNA and could thus begin to work on the needs of teachers.

While the NCBTS is not a performance appraisal tool, eventually if the teachers find them useful in plotting their own growth and development, it could be usedas a measure of their improvement. What we hope to see is that teachers will find the NCBTS useful and would ‘own’ them for personal development plan.

Policy Reforms Needed to Ensure Implementation of NCBTS

1. DepEd Policy requiring all training and development programs (on-going and future) to include a session on NCBTS orientation

2. DepEd



2. DepEdPolicyGuidelines

promulgating NCBTS-based INSET system in the department which include among others, allocation and utilization of INSET funds for implementation byBureau of Elementary (BEE) and Bureau of Secondary (BSE)

3. Policy Integration on the Master Plan for Teacher Education that would spell out how NCBTS would be operationalized in the TEIs, PRC, CSC, etc.

4. Policy review for recruitment, selection, hiring, deployment of teachers’ welfare, benefits, incentives etc (DepED Hiring Guidelines )

5. Policy recommendation through a DepEd Order on hiring only licensed teachers from pre-school in all public/private schools and adoption of competency-based screening, selection and hiring system (including LGU-funded teacher items)

6. Policy reform on the teacher licensure exam to make it competency-based

7. DepEd policy covering the involvement of DepEd in pre-service education – in collaboration with CHED-TEIs

8. BEE and BSE to ensure NCBTS-based teacher training and development programs are integrated into their program, projects and activities

9. IP and Muslim Education TWG to enhance the NCBTS by including Indigenous Knowledge, Skills and Practices. IP/ME TWG to come up with enhancedNCBTS to include Indigenous Knowledge, Skills and Practices.

CONCLUSION

Currently, the NCBTS-TSNA is still being rolled out nationwide. The initial responses (during the pilot phase) were positive and we hope it will continue to be so,not only for their own improvement but more so for the improved quality of education of the Philippines.



REFERENCES:

EDCOM Report of 1992

EFA, 2005-2015

PCER Report of 2000

Medium Term Philippine Development Plan 2004-2010

Experiential Learning Courses Handbook

Teacher Induction Program – Implementation Manual

NCBTS-TSNA Orientation Manual Guide for Trainers and Implementers

NCBTS-TSNA Toolkit

Individual Plan for Professional Development (IPPD) for Teachers Guide and Tools

Teacher Education and Development Program (TEDP) Final Report, 2006

State of Basic Education 2007

Education Laws and Policies (RA 7836, RA 9293, RA 9155, RA 7784)

Annexes:

Annex 1. NCBTS

Annex 2: NCBTS-TSNA Self-Assessment Tool

Annex 1

NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

Statement of principle



‘Teachers in all Philippines public 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 1. Social Regard for Learning

This domain of Social regard for Learning focuses on the ideal that the teachers serve as positive and powerful role models of thevalues of the pursuit of learning and of different kinds of the effort to learn. The teacher’s actions, statements, and different types ofinteractions with students exemplify this ideal.

Strands of Desired Teaching Performance Performance Indicators

1.1 Teacher’s actions demonstrate value for learning

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

1.2 Demonstrates that learning is of different kinds and from different sources. 1.2.1 makes use of various learning experiences and resources

Domain 2. Learning Environment

The domain of Learning Environment focuses on importance of providing for a social, psychological and physical environmental within which allstudents, regardless of their individual differences in learning, can engage the different learning activities and work towards attaining highstandards of learning.


2.1 Creates an environment that promotes fairness 2.1.1 maintains a learning environment of courtesy and respect for differentlearners (e.g. ability, culture, gender)

2.1.2 provides gender-fair opportunities for learning

2.1.3 recognizes that every learner has strengths

2.2 Makes the classroom environment safe and conducive tolearning 1. maintains a safe, clean and orderly classroom free from distractions

2. arranges challenging activities given the physical environment

3. uses individuals and cooperative learning activities to improve

capacities of learners for higher learning

2.3 Communicates higher learning expectations to each learner 2.3.1 encourages learners to ask questions2.3.2 provides learners with a variety of learning experiences2.3.3 provides varied enrichment activities to nurture the desire for furtherlearning2.3.4 communicates and maintains high standards of learning performance

2.4 Establishes and maintain consistent standards of learners’

1. handles behavior problems quickly and with due respect to



Domain 3. Diversity of Learners

This domain of Diversity of Learners emphasizes the ideal that the teachers can facilitate the learning process in diverse 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.


1. Determine, understand, and accept the learners’ diversebackground

knowledge and experience

1. obtains information on the learning styles, multiple intelligences

and needs of learners

2. designs or selects learning experiences suited to different kinds

of learners

3. establishes goals that define appropriate expectations for

all learners

4. paces lessons appropriate to needs and/or difficulties of learners

5. initiates other learning approaches for learners whose needs

have not been met by usual approaches

6. recognizes multi-cultural background of learners when providing

learning opportunities

2.4 Establishes and maintain consistent standards of learners’behavior

children’s rights

2. gives timely feedback to reinforce appropriate to learners’ behavior

3. guides individual learners requiring development of appropriate social

and learning behavior

4. communicates and enforces school policies and procedures for

appropriate learner behavior

2.5 Creates a healthy psychological climate for learning 2.5.1 Encourages free expression of ideas from students

2.5.2 Creates stress-free environment

2.5.3 Takes measures to minimize anxiety and fear of the teacher

and/or subject



7. adopts strategies to address needs of differently-abled students

8. makes appropriate adjustments for learners of different

socio-economic backgrounds

Domain 4. Curriculum

The domain of Curriculum refer to all the 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 teacher’s knowledge

of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources


4.1 Demonstrates mastery of the subject. 1. delivers accurate and updated content knowledge using appropriate

methodologies, approaches and strategies

2. integrates language, literacy and quantitative skill development and values in

his/her subject area

3. explains learning goals, instructional procedures and content clearly and accurately

to students

4. links the current content with past and future lessons

5. aligns with lesson objectives the teaching methods, learning activities and

instructional materials or resources appropriate to learners

6. creates situations that encourage learners to use high order thinking skills

7. engages and sustains learners’ interest in the subject by making content

meaningful and relevant to them

8. integrates relevant scholarly works and ideas to enrich the lesson as needed

9. integrates content of subject area with other disciplines

2. Communicates clear learning goals forthe

lessons that are appropriate for learners

4.2.1 sets appropriate learning goals

4.2.2 learners understand the learning goals

4.3 Makes good use of allotted instructional time 4.3.1 establishes routines and procedures to maximize instructional time

4.3.2 plans lessons to fit within available instructional time

Selects teaching methods, learning

1. translates learning competencies to instructional objectives



4. Selects teaching methods, learningactivities

and instructional materials or resourcesappropriate to learners and aligned to objectivesof the lesson

2. selects, prepares and utilizes instructional materials appropriate to the learners

and to the learning objectives

3. provides activities and uses materials which fit the learners’ learning styles, goals

and culture

4. uses a variety of teaching approaches and techniques appropriate to the

subject matter and the learners

5. utilizes information derived from assessment to improve teaching and learning

6. provides activities and uses materials which involve students in meaningful learning

7. uses a variety of teaching approaches and techniques appropriate to the

subject matter and the learners

8. utilizes information derived from assessment to improve teaching and learning

9. provides activities and uses materials which involve students in meaningful learning

5. Recognizes general learningprocesses as well as unique process ofindividual learners

1. designs and utilizes teaching methods that take into account the learning process

4.6 Promotes purposive study (from Domain 1) 4.6.1 cultivates good study habits through appropriate activities and projects

Domain 5. Planning, Assessing & Reporting

The domain of Planning, Assessing and Reporting refers to the alignment of assessment and planning activities. In particular, the domain focuses

on the (1) use of assessment data to plan and revise teaching-learning plans, (2) the integration of assessment procedures in the plan and

implementation of teaching-learning activities, and (3) reporting on learner’s actual achievement and behavior.


1. Develops and utilizes creative andappropriate

instructional plan

5.1.1 Shows proofs of instructional planning

5.1.2 Implements instruction as plan

5.1.3 Demonstrate ability to cope with varied teaching milieu

2. Develops and uses a variety ofappropriate

assessment strategies to monitor and evaluate

learning.

1. prepares formative and summative tests in line with the curriculum

2. employs non-traditional assessment techniques (portfolio, journals, rubrics, etc.)

3. interprets and uses assessment results to improve teaching and learning

4. identifies teaching-learning difficulties and possible causes and takes appropriate

action to address them



5. uses tools for assessing authentic learning

3. Monitors regularly and provides feedbackon

learners’ understanding of content

1. provides timely and accurate feedback to learners to encourage them to reflect

on and monitor their own learning growth

2. keeps accurate records of grades/performance levels of learners

4. Communicates promptly and clearly tolearners,

parents and superiors about progress of learners

1. conducts regular meetings with learners and parents to report learners’ progress

2. involves parents to participate in school activities that promote learning

Domain 6. Community Linkages

The domain of Community Linkages focuses on the ideal that classroom activities are meaningfully linked to the experiences and aspirations of

the students in their homes and communities. Thus the domain focuses on teachers’ efforts directed at strengthening the links between schools

and communities, particularly as these links help in the attainment of the curricular goals


1. Establishes learning environments that respondto the

aspirations of the community

1. involves community in sharing accountability for the learners’ achievement

2. uses community resources (human, material) to support learning

3. uses the community as a laboratory for learning

4. participates in community activities that promote learning

5. uses community networks to publicize school events and achievements

6. encourages students to apply classroom learning to the community

Domain 7. Personal Growth & Professional Development



The domain of Personal Growth and Professional Development emphasizes the ideal that teachers value having a high personal regard for the

teaching profession, concern for professional development, and continuous improvement as teachers.


7.1 Takes pride in the nobility of teaching as a profession. 7.1.1 maintains stature and behavior that upholds the dignity of teaching

7.1.2 allocates time for personal and professional development through

participation in educational seminars and workshops

reading educational materials regularly

engaging in educational research

3. manifests personal qualities such as enthusiasm, flexibility and caring

4. articulates and demonstrates one’s personal philosophy of teaching

7.2 Builds professional links with colleagues to enrich teachingpractice

1. keeps abreast with recent developments in education

2. links with other institutions, organizations for sharing best practices

3. Reflects on the extent of the attainment ofprofessional development goals

1. reflects on the quality of his/her own teaching

2. improves teaching performance based on feedback from students,

peers and superiors and cooperating teachers.

3. accepts personal accountability to learners’ achievement and

performance

4. uses self-evaluation to recognize and enhance one’s strengths and

correct one’s weaknesses

The Ncbts_ Philippine Experience

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