National Competency-based

Teacher Standards (NCBTS)

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 Teaching is facilitating
process, and the good learning, and the qualities of
qualities of this technical good teaching are defined in
process are well defined. terms of whether students
learn or not.
Teacher knowledge is Teacher knowledge is
technical knowledge essentially complex and
applicable to all learners and problematic; applicability
contexts. varies across learners and
contexts.
The Old and New Paradigms
The Traditional View
Teaching involves consistent
application of technical
knowledge.
that best bring about student
Effective application of
teacher knowledge
dependent on prerequisite
inputs in teaching
environment.
The NCBTS View
Teaching involves reflective
and flexible application of
technical knowledge in ways
learning.
Effective teaching is
determined within the limits
and opportunities found in
the 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
Creates an physical Communicates maintains
environment environment higher learning consistent
that promotes safe and expectations to standards of
fairness conducive to each learner learners’
learning behavior
Key Questions
Do I create a
Do I create a Do I create a Do I create a
physical
social classroom consistent and
environment in
environment in atmosphere that orderly social
my class where
my class where encourages climate and
my students feel
my students feel students to organization in
that they are
that they are attain high levels the classroom
safe and able to
treated fairly? of learning? for my students?
learn?
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
experiences learners
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
Communicates activities and
clear learning Makes good use instructional
Demonstrates
goals for the of allotted materials or
mastery of the
lessons that are instructional resources
subject
appropriate for time appropriate to
learners learners and
aligned to the
objectives of the
lesson?
 DOMAIN 4 Curriculum

Key Questions
Do I use
teaching-
learning
Do my students Can my students
Am I able to activities and
see how well I see and
help my learning
understand the appreciate the
students attain resources
subject matter I value of the
all the curricular efficiently to
am teaching that curricular goals
goals within the challenge my
they understand and objectives I
time provided in students to meet
and appreciate have set for the
the school high levels of
the importance different lessons
calendar? mastery and
of the lessons? in my class?
understanding
of 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 Develops and uses a Monitors regularly and
promptly and clearly to variety of appropriate provides feedback on
learners, parents, and assessment strategies learners’
superiors about the to monitor and understanding of
progress of learners. evaluate learning. content
Key Questions
Do I assess my students’
Do I provide my learning and knowledge
using appropriate
stakeholders timely educational assessment Do I provide regular
and accurate procedures, and use the feedback to each
information about my information from these student about their
students’ learning assessment procedures in level of learning?
planning my teaching-
progress? 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
Builds professional
Takes pride in the Reflects on the extent
links with colleagues to
nobility of teaching as of the attainment of
enrich teaching
a profession. learning goals.
practice.
Key Questions
Do my actions and
Am I aware of the
statements indicate a Do I try to learn from
extent to which my
high regard for the other colleagues in the
practices as a teacher
teaching profession teaching profession to
influence my students’
and for my continuous improve my teaching
attainment of the
development as a practice?
learning goals?
professional teacher?
NCBTS in Pre-Service Teachers
NCBTS in LET
PRINCIPLES OF TEACHING, EDUCATIONAL TECHNOLOGY, CURRICULUM 35%
CURRICULUM DEVELOPMENT, FIELD STUDY, AND PRACTICE TEACHING

 Employ activities, teaching methods, instructional materials and 10%

technology, classroom management techniques appropriate for a
chosen subject area
 Apply appropriate approaches to lesson planning and curriculum 6%
development
 Apply principles in the preparation and utilization of the conventional 5%
and 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, 1%
parents, and community) in the delivery of the curriculum
 Use activities that enhance critical, creative, and metacognitive reading 5%
skills
 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.
Lifethatisis an artwork
filled with colors and lines

of
which are combined harmoniously
to create an image
it is also
beauty;
shaded
fear with and frustration
, burden,
making it difficult yet challenging for us

- R. Bañez