Validation and Integration/Consolidation of the NCBTS-Based TOS for LET

ENGLISH AS A MAJOR SUBJECT

Prepared by: Josephine, Ruth, Catherine, Cecille
Legenda International Hotel, Subic, Olongapo City, Zambales
February 9-11, 2009
NCBTS

With reference to PAFTE

JOURNAL
Volume IV, 2005(pp.51-55)

COMPETENCY

PERCENTAG
E

Domain 1
SOCIAL REGARD FOR LEARNING
1.1 Teachers actions demonstrate
value for learning.
1.1.1. Implements school policies and
procedures.
1.2. Teacher demonstrates that
learning is of different kinds and
comes from different sources.

English for Specific Purpose

Speech and Stage Arts
Campus Journalism

Designs developmentally appropriate strategies in

using the English language in social interaction.

Models the different oral communication skills

according to the different scenarios of social
interaction.

Uses accurate, meaningful and appropriate English

in oral and written discourse in applying the basic

concepts and principles of speech and stage

arts

1.2.1. Makes use of various learning

experiences and resources.
Domain 2
LEARNING ENVIRONMENT

5%

Translation and Editing of

Text
Preparation and Evaluation
of Instructional Materials

Makes use of indigenous material for translation

exercises

Uses graphic organizers for oral or written discourse

5%

2.1 Teacher creates an environment

that promotes fairness
2.1.1. Maintains a learning environment
of courtesy and respect for different
learners (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. Teacher makes the classroom
environment safe and conducive to
learning
2.2.3. Uses individual and cooperative
learning activities to improve capacities
of earners for higher learning.
2.3 Teacher communicates higher
expectations to each learner
2.3.1. Encourages learners to ask
questions.
2.3.2. Provides learners with a variety of
learning experiences.
2.3.3. Provides varied enrichment
activities to nurture the desire for further
learning.
2.3.4. Communicates and maintains high
standards of leaning performance.

2.5. Teacher creates a healthy

psychological climate for learning.
2.5.1. Encourages free expression of
ideas from students.
2.5.2. Creates a stress-free environment.
2.5.3. Takes measures to minimize
anxiety and fear of the teacher and/or
subject.
Domain 3
DIVERSITY OF LEARNERS

Remedial Instruction in
English
English for Specific Purpose

Takes into consideration the individual differences of the

students in his/her class in terms of language
acquisition.
Strategically handles the multicultural and bilingual
students.
Exhibits mastery in the history, politics, theory and
practice in bilingual education.

10%

3.1. Teacher determines,

understands, and accepts the
learners diverse knowledge and
experience.
3.1.1. Obtains information on the
learning styles, multiple intelligences
and needs of learners.
3.1.2. Designs or selects learning
experiences suited to different kinds of
learners.
3.1.3. Establishes goals that define
appropriate expectations for all learners.
3.1.4. Paces lessons appropriate to
needs and difficulties o learners.
3.1.5. Initiates other learning
approaches for learners whose needs
have not been met by usual approaches.

3.1.6. Recognizes multi-cultural

background of learners when providing
learning opportunities.
3.1.7. Adopts strategies to address
needs of differently-abled students.
3.1..8. Makes appropriate adjustments
for learners of different socio-economic
backgrounds.

Domain 4
CURRICULUM

50%

Demonstrates understanding of the nature of

the four language macro-components
(listening, speaking, reading, writing, including
grammar), and literature

Applies the skills and strategies gained to

language and literature instruction principles
and techniques in writing various literary
genres

Designs developmentally appropriate strategies in

using the English language in social interaction.

Demonstrates the understanding of grammatical

concepts by being able to describe and analyze the
form, meaning, and use of various language
structures

Evaluates the different oral communication skills

according to the different scenarios of social
interaction that evidence the communication model

4.1.6. Creates situations that encourage

learners to use higher order thinking
skills.

4.1.7. Engages and sustains learners

interests in the subject by making
content meaningful and relevant to
them.

Evaluates the application of the theories of

language, principles of language learning/teaching,
and language use in specific contexts for language
acquisition.

Applies appropriately the different theories to the

teaching of language

Uses accurate, meaningful and appropriate English

in oral and written discourse.

4.1 Teacher demonstrates mastery

of the subject.
4.1.1. Delivers accurate and updated
content knowledge using appropriate
methodologies, approaches, and
strategies.

The Teaching of Speaking

The Teaching of Listening
and
Reading
Teaching of Literature

4.1.2. Integrates language, literacy and

quantitative skill development and
values in the subject area
4.1.3. Explains learning goals,
instructional procedures and content
clearly and accurately to students.
4.1.4. Links the current content with past
and future lessons.
4.1.5. Align with lesson objectives the
teaching methods, learning activities,
and instructional materials or resources
appropriate to learners.

4.1.8. Integrates relevant scholarly

works and ideas to enrich the lesson as
needed.
4.1.9. Integrates content of subject area

Introduction to Linguistics
Introduction to Stylistics
Structure of English

with other disciplines.

4.2. Teacher communicates clear

learning goals for the lessons that
are appropriate for learners.
4.2.1. Sets appropriate learning goals
4.2.2. Understands the learning goals.
4.3. Teacher 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.

Literary Criticism
Creative Writing
Mythology and Folklore
Afro-Asian Literature
(including Philippine
Literature in English)
English and American
Literature

Uses literary concepts in interpreting and analyzing

various literary texts.

Identifies characteristics, motifs, archetypes, and

symbols in different mythologies from various
cultures in Europe, Asia, Africa, and the Americas.

4.4. Teacher select teaching

methods, learning activities and the
instructional materials or resources
appropriate to the learners and
aligned to objectives of the lesson.
4.4.1. Translates learning competences
to instructional objectives.
4.4.2. Select, prepares, and utilizes
technology and other instructional
materials appropriate to the learners
and the learner objectives.
4.4.3. Provides activities ad uses
materials which fit the learners learning
styles, goals and culture.
4.4.4. Uses a variety of teaching
approaches and techniques appropriate
to the subject matter and the learners.
4.4.5. Utilizes information derived from
assessment to improve teaching and
learning.
4.4.6. Provides activities and uses
materials which involve students in
meaningful learning.
4.5. Teacher recognizes general
learning processes as well as
unique processes of individual
learners.
4.5.1. Designs and utilizes teaching
methods that take into account the
learning process.

4.6. Teacher promotes purposive

study.
4.6.1. Cultivates good study habits
through appropriate activities and
projects.
4.7. Teacher demonstrates skills in
the use of information and
Communication Technology to
enhance teaching and learning.
4.7.1. Utilizes information and
Communication Technology to enhance
teaching and learning.
Domain 5
PLANNING, ASSESSING AND
REPORTING
5.1. Teacher develops and utilizes
creative and appropriate
instructional plan.
5.1.1. Shows proofs of instructional
planning
5.1.2. Implements instructional plan.
5.1.3. Demonstrates ability to cope with
varied teaching milieu.

20%
Language Research
Remedial Instruction in
English
Preparation and Evaluation
of Instructional Materials
Language and Literature
Assessment
Language Curriculum for
Secondary School

Uses written goals and objectives as bases for

assessment rubrics, tests/exams.

Uses internationally accepted standards in assessing

quantity and quality of knowledge and skills in the
English language.

Implements basic concepts in language testing

Applies concepts and skills gained in analyzing both

discrete and integrative tests along the four
language skills, including grammar

Synthesizes knowledge of principles and concepts in

testing literature

Applies the principles and processes involved in

instructional materials development and evaluation

Applies knowledge and skills gained in developing

and evaluating various types of instructional

materials for language and literature instruction key

concepts and processes in language and

literature research

5.2. Teacher develops and uses a

variety o appropriate assessment
strategies to monitor ad evaluate
learning.
5.2.1. Prepares formative and
summative tests in line with the
curriculum.
5.2.2. Employs non-traditional
assessment techniques (portfolio,
journals, rubrics, etc.)
5.2.3. Interprets and uses assessment
results to improve teaching and learning.
5.2.4. Identifies teaching - learning
difficulties and possible causes and
takes appropriate action to address
them.
5.2.5. Uses tools for assessing authentic
learning.

Applies familiarity with some non-traditional

assessment methods.

Designs lessons that will show instructional

planning and implementation.

Uses professional jargons in the field of linguistics

and the traditions of literature in pursuing research
endeavors.

5.3. Teacher regularly monitors and

provides feedback on learners
understanding of content.
5.3.1. Provides timely and accurate
feedback to learners to encourage them
to reflect on and monitor their own
learning growth.
5.3.2. Keeps accurate records of
grades/performance levels of learners.

5.4. Teacher communicates

promptly and clearly to learners,
parents, and superiors the learners
progress.
5.4.1. Conducts regular meetings with
learners and parents to report learners.
Progress.
5.4.2. Involves parents to participate in
school activities that promote learning.

Domain 6
COMMUNITY LINKAGES
6.1. Teacher establishes learning in
an environment that responds to
the aspirations of the community.
6.1.1. Involves community in sharing
accountability for learners achievement.

5%
Campus Journalism
Language Research

Applies principles of correcting and editing

written text for: Wordiness, Word choice,
Usage, Sentence structure, Misplaced and
dangling, Modifiers, Use of preposition, etc.

Applies guidelines and the language of editing

and proofreading articles / various genres
written for campus journalism.

Applies the basic concepts and principles in

mass communication, campus journalism, and
translation and editing of language and
literature texts.

Formulates questions about what works and what

doesnt work in language teaching among the
adolescents, in-school or out of school.

6.1.2. Uses community resources

(human, material) to support learning
6.1.3. Uses community as a laboratory
learning
6.1.4. Participates in community
activities that promote learning.
6.1.5. Uses community networks to
publicize school events and
achievements.
6.1.6. Encourages students to apply
classroom learning to the community.

Domain 7
PERSONAL GROWTH AND
PROFESSIONAL
7.1. Teacher takes pride in the
nobility of teaching as a profession.
7.1.2. Allocates time for personal and
professional development through
participation in education seminars and
workshops, reading educational
materials regularly and engaging in
educational research.
7.1.3. Manifests personal qualities like
enthusiasm, flexibility, and a caring
attitude.
7.1.4. Articulates and demonstrates
ones personal philosophy of teaching.
7.2. Teacher builds professional
links with colleagues to enrich
teaching practice.
7.2.1. Keeps abreast with recent
developments in education.
7.2.2. Links with other institutions and
organizations for sharing best practices

Language Research
Preparation and Evaluation
of Instructional Materials
Creative Writing
Literary Criticism

Participates in collaborative curriculum improvement or

development whenever the opportunity arises.
Uses peer coaching for self-improvement.
Uses professional jargons in the field of linguistics in the
act of sustaining professional interest in the field of
language and literature by writing articles that evidence
the

5%

7.3. Teacher reflects on the extent

of the attainment of professional
development goals.
7.3.1. Reflects on the quality of his/her
own teaching.
7.3.2. Improves teaching performance
based on feedback from the mentor,
students, peers, superiors and others.
7.3.3. Accepts personal accountability to
learners achievement and performance.
7.3.4. Uses self-evaluation to recognize
and enhance ones strength and corrects
ones weaknesses.