National Competency-based

Teacher Standards (NCBTS)

GC 603 Structured Learning Experiences for Counselling and
Management Group
RICHARD M. BAÑEZ
Presenter

DR. ELSA C. CALLO

Professor
Intended Learning Outcomes
 identify educational reforms that
rationalize the creation of competency-
based standards for teachers;
 explain the role of competency-based
standards in teachers’ professional
growth and development;
 describe the structure of the National
Competency-based Teacher Standards
(NCBTS);
 examine the various domains of
NCBTS; and
 relate the NCBTS to pre-service and in-
service teachers’ training.
Teacher Education Development Plan (TEDP)

Inclusive Growth

Philippine Education Basic Education

for All (EFA) Plan Sector Reform
2015 Agenda (BESRA)
Key BESRA changes
 Schools as key providers of basic
education continuously improve
 Teachers as ethical & excellent
professionals further enhance their
contribution to learning outcomes
 Learning basic competencies in
Filipino, English, Science and Math is
an institutional and social strategy
 ECE, ALS and private schooling are
key support interventions to public
schooling
 DepED as driver of institutional reform
and development of basic education
Teacher Education Development Plan (TEDP)

 DepEd’s articulation of a new

paradigm for quality teaching
 A common framework for
understanding teaching
quality
 Policy initiatives to reform the
teaching system and to
improve teaching quality
The Old and New Paradigms
The Traditional View The NCBTS View
Teaching is a technical process, Teaching is facilitating learning,
and the good qualities of this and the qualities of good
technical process are well teaching are defined in terms of
defined. whether students learn or not.
Teacher knowledge is technical Teacher knowledge is
knowledge applicable to all essentially complex and
learners and contexts. problematic; applicability varies
across learners and contexts.
The Old and New Paradigms
The Traditional View The NCBTS View
Teaching involves consistent Teaching involves reflective
application of technical and flexible application of
knowledge. technical knowledge in ways
that best bring about student
learning.
Effective application of teacher Effective teaching is determined
knowledge dependent on within the limits and
prerequisite inputs in teaching opportunities found in the
environment. learning environment.
Proposed Reforms
 The articulation of a singular
competency-based framework
for teaching and teacher
development that would guide
all policies, reforms, and
activities related to teaching and
teacher development, and which
shall be called the National
Competency Based Teacher
Standards (NCBTS).
Who Should Use the NCBTS?
 TEI :to design and implement effective
pre-service teacher education curricula.
 PRC: in designing the Licensure Exam for
Teachers.
 Organizations and agencies: that
implement in-service education for
teachers (INSET) shall refer to the NCBTS
in developing their interventions.
 Award-giving bodies in defining their
criteria for outstanding teachers.
 The Department: in formulating its
hiring, promotion, supervision, and other
policies related to the teaching profession.
It shall also use the NCBTS to guide its
INSET programs for teachers.
Teacher Development Map
CHED/TEIs

Retirement Entry to
Teacher
Education
DepEd/CHED/TEIs CHED/TEIs/Schools

In-Service Training
And Continuing Pre-Service
Professional National Training
Development/ Competency
Based Teacher
Standards
DepEd PRC

Teacher Teacher
Induction Licensure
DepEd / CSC/ HEIs
Teacher Human Resource Planning,
Recruitment, Selection, Deployment, and
Recognition System
What is NCBTS?
It is an integrated theoretical
framework that defines the
different dimensions of
effective teaching.
What is NCBTS?
 It draws from many existing
positive expressions of good
teaching found in Philippine
experiences.
 Good teaching is defined in
terms of actual competencies
associated with features of
teaching in high-learning
classroom activities.
 The qualities of good teaching
are unified under the teaching
paradigm.
What is NCBTS?
 The NCBTS is the proposed
common framework for all
teaching and teacher development
programs in the Philippine
formal education sector.
 The NCBTS defines seven
domains within which teachers
can develop professionally.
 Under each domain, specific
strands and indicators are
defined.
The NCBTS Structure
Contextualization

Knowledge and Skills for Facilitating Learning

Teacher as a
Learner DOMAIN 1: SOCIAL REGARD FOR
LEARNING
DOMAIN 2: THE LEARNING
ENVIRONMENT

DOMAIN 3: THE DIVERSITY OF

LEARNERS

Teacher as
Facilitator of DOMAIN 4: CURRICULUM
Learning

DOMAIN 5: PLANNING, ASSESSING &

REPORTING

DOMAIN 6: COMMUNITY LINKAGES

DOMAIN 7: PERSONAL &

PROFESSIONAL GROWTH
DOMAIN 1 Social Regard for Learning

 Teachers serve as positive and

powerful role models of the
values of the pursuit of learning
and of the effort to learn.
 Teachers’ actions, statements,
and different types of social
interactions with students
exemplify this ideal.
DOMAIN 1 Social Regard for Learning

Strand
Acts as a positive role model for students
Key Question
Can my students appreciate and model the value of
learning through my interactions with them?
DOMAIN 2 Learning Environment

 It focuses on the importance

of providing for a social and
physical environment within
which all students,
regardless of their individual
differences in learning.
 Teachers can engage
students to the different
learning activities and work
towards attaining high
standards of learning.
DOMAIN 2 Learning Environment

Strands
Makes the Establishes and
Communicates
Creates an physical maintains
higher learning
environment that environment safe consistent
expectations to
promotes fairness and conducive to standards of
each learner
learning learners’ behavior
Key Questions
Do I create a Do I create a Do I create a Do I create a
social physical classroom consistent and
environment in my environment in my atmosphere that orderly social
class where my class where my encourages climate and
students feel that students feel that students to attain organization in
they are treated they are safe and high levels of the classroom for
fairly? able to learn? learning? my students?
DOMAIN 3 Diversity of Learners

 It emphasizes the ideal that

teachers can facilitate the learning
process in diverse types of learners:
― recognizing and respecting
individual differences
― using knowledge about students’
differences

 Teachers design diverse sets of

learning activities to ensure that
all students can attain
appropriate learning goals.
DOMAIN 3 Diversity of Learners

Strands
Is familiar with learners’
Demonstrates concern for
background knowledge and
holistic development of learners
experiences
Key Questions
Do my students feel that I am
Can I help my students learn
trying to help them learn,
whatever their capabilities,
whatever their capabilities,
learning styles, cultural
learning styles, cultural
heritage, socio-economic
heritage, socio-economic
backgrounds, and other
backgrounds, and other
differences are?
differences are?
DOMAIN 4 Curriculum

 It 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.
DOMAIN 4 Curriculum

Strands
Selects teaching
methods, learning
activities and
Communicates
instructional
clear learning
Demonstrates Makes good use materials or
goals for the
mastery of the of allotted resources
lessons that are
subject instructional time appropriate to
appropriate for
learners and
learners
aligned to the
objectives of the
lesson?
DOMAIN 4 Curriculum

Key Questions
Do I use teaching-
learning activities
Do my students
Can my students and learning
see how well I Am I able to help
see and appreciate resources
understand the my students attain
the value of the efficiently to
subject matter I all the curricular
curricular goals challenge my
am teaching that goals within the
and objectives I students to meet
they understand time provided in
have set for the high levels of
and appreciate the the school
different lessons in mastery and
importance of the calendar?
my class? understanding of
lessons?
curricular
objectives?
DOMAIN 5 Planning, Assessing and Reporting

 This refers to the aligned use of

assessment and planning activities to
ensure that the teaching-learning
activities are maximally appropriate
to the students’ current knowledge and
learning levels.
 It focuses on the use of assessment
data to plan and revise teaching-
learning plans, as well as the
integration of formative
assessment procedures in the plan
and implementation of teaching-
learning activities.
DOMAIN 5 Planning, Assessing and Reporting

Strands
Communicates promptly Develops and uses a
Monitors regularly and
and clearly to learners, variety of appropriate
provides feedback on
parents, and superiors assessment strategies to
learners’ understanding
about the progress of monitor and evaluate
of content
learners. learning.
Key Questions
Do I assess my students’
Do I provide my learning and knowledge using
appropriate educational Do I provide regular
stakeholders timely and
assessment procedures, and use feedback to each student
accurate information the information from these about their level of
about my students’ assessment procedures in
learning?
learning progress? planning my teaching-learning
activities for the students?
DOMAIN 6 Community Linkages

 It deals with the ideal that

school activities are meaningfully
linked to the experiences and
aspirations of the students in
their homes and communities.
 It focuses on teachers’ efforts
directed at strengthening the
links between school and
community activities,
particularly as these links help
in the attainment of the
curricular objectives.
DOMAIN 6 Community Linkages

Strand
Establishes learning environments that respond to the
aspirations of the community
Key Question
Are the goals and characteristics of the teaching-learning
activities I implement relevant to the experiences, values
and aspirations in my students’ communities?
Personal Growth and Professional
DOMAIN 7
Development

 It emphasizes the ideal that

teachers value having a high
personal regard, concern for
professional development, and
continuous improvement as
teachers.
Personal Growth and Professional
DOMAIN 7
Development
Strands
Takes pride in the Builds professional links Reflects on the extent of
nobility of teaching as a with colleagues to enrich the attainment of learning
profession. teaching practice. goals.
Key Questions
Do my actions and
statements indicate a Do I try to learn from Am I aware of the extent
high regard for the other colleagues in the to which my practices as
teaching profession and teaching profession to a teacher influence my
for my continuous improve my teaching students’ attainment of
development as a practice? the learning goals?
professional teacher?
NCBTS in Pre-Service Teachers
NCBTS in LET
PRINCIPLES OF TEACHING, EDUCATIONAL 35%
TECHNOLOGY, CURRICULUM DEVELOPMENT, FIELD
STUDY, AND PRACTICE TEACHING
 Employ activities, teaching methods, instructional materials and technology, 10%
classroom management techniques appropriate for a chosen subject area
 Apply appropriate approaches to lesson planning and curriculum development 6%
 Apply principles in the preparation and utilization of the conventional and 5%
non-conventional technology as well as traditional and alternative teaching
strategies
 Align curriculum components to instruction and assessment 5%
 Distinguish the roles of stakeholders (students, teachers, employers, parents, 1%
and community) in the delivery of the curriculum
 Use activities that enhance critical, creative, and metacognitive reading skills 5%
 Analyze extrinsic and intrinsic factors that affect reading performance 3%
How Should Teachers Use the NCBTS?

 As a guide to reflect on their 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 the guide for thinking critically about
whether the teacher’s current practices are
helping students attain the learning goals in
the curriculum.
Intended Learning Outcomes
 identify educational reforms that
rationalize the creation of competency-
based standards for teachers;
 explain the role of competency-based
standards in teachers’ professional growth
and development;
 describe the structure of the National
Competency-based Teacher Standards
(NCBTS);
 examine the various domains of NCBTS;
and

 Relate the NCBTS to pre-service and in-

service teachers’ training.
Life is an artwork
that is filled with colors and lines
which are combined harmoniously
to create an image of
it is also shaded
beauty;
fear
with , burden, and
making it difficult yet challenging for us
frustration
to keep on stroking our brushes to finish a
refined portrait of our selves.- R. Bañez