Professional Documents
Culture Documents
Teacher Standards
(NCBTS)
- The PRC shall refer the NCBTS in designing the Licensure Exam for
Teachers.
- Award-giving bodies shall refer to the NCBTS in defining their criteria for
outstanding teachers.
- The DepED shall use the NCBTS in formulating its hiring, promotion
supervision, and other policies related to the teaching profession.
2. “Do I make all my students feel that their individual strengths and
resources are recognized and appreciated in class?”
3. “Do all my students feel like they have as good a chance to learn and to
achieve in my class as their other classmates?”
4. “Do I create a social climate and organization in the classroom where all
my students can effectively engage the learning activities, regardless of their
diverse capacities and resources as individual learners?
Performance indicator
1. Maintains a learning environment of courtesy and respect for different
learners.
2. Provides gender-fair opportunities for learning
3. Recognizes that every learner has strengths
Strand 2.2: Makes the physical environment safe and
conducive to learning
Key Question for the Teacher:
“Do I create a physical environment in my class where my students feel
that they are safe and able to learn?”
2. “Do I create diverse types of learning activities that would help all my students
develop in all aspects of the curriculum?”
4. “Can I present the subject matter in meaningful and relevant ways that
engage the students’ interest and motivation to learn?”
Performance Indicator
2. “Do my students understand the learning goals that I have set for
them?”
3. “Do the students adopt the learning goals I have set for the lesson as
their own goals in my class?”
Performance Indicator
3. “Do I plan lessons in ways that consider the amount of time students need
to effectively attain the learning goals of the lessons?”
Performance Indicator
3. “Am I able to align the activities and available learning resources with
my students learning styles, goals, and other differences?”
Performance Indicator
1. Translate learning competencies to instructional objectives.
2. Selects, prepares and utilizes instructional materials appropriate to
the learners and to the learning goals.
3. Provides activities and uses materials which fits 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 involves the students to
meaningful learning.
Strand 4.5. Teacher recognizes general learning
processes as well as unique processes of individual
learners
Performance Indicators:
1. Design and utilizes teaching methods that take into
account the learning process.
Strand 4.6. Teacher promotes purposive study
Performance Indicator:
Performance Indicator:
Performance Indicators:
1. Shows proof of instructional planning.
3. “Do I provide appropriate and timely feedback for students to help them
monitor their own learning?
Performance Indicators
1. “Can my students see how the goals and activities in school relate to
the values and aspirations in their homes and communities?”
2. “Do I draw from resources, ideas, and activities from my students’
communities in my teaching learning activities?”