(National Competency-Based Teacher Standards)

 authorized

model of unit of measurement

(Microsoft Encarta 2009)

a

level of quality or excellence by which actual attainments are judged

(Microsoft Encarta 2009)

KRT 1

Schools
KRT 2 KRT 5

DepEds Institutional Culture Change

Teachers

BESRA
Basic Education Sector Reform Agenda

KRT 3 KRT 4

Complementary Interventions

Social Support For Learning

Teachers are responsible for their continuous personal and professional growth

Through

ncbts

NCBTS National Competency Based Teacher Standards

The Teacher Education and Development Map

Retirement Preparation

DepED
Entry to Teacher Education

DepED/CHED/TEIs
In-Service Training and Professional Development

CHED/TEIs/Schools Pre-Service Training

National Competency-Based Teacher Standards
(BEEd/BSEd)

DepED
Induction Training

PRC
Teacher Licensure

DepED* / Civil Service

Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System
*Includes public and private schools

unified framework for teacher development  An integrated theoretical framework that defines the different dimensions of effective teaching.  Effective teaching means being able to help all types of students learn the different learning goals in the curriculum.
A

 It

is based on the core values of Filipino teachers and on effective teaching and learning.  It is based on the seven domains, each one representing the desired features of the teaching and learning process.

Domain 1. Social regard for learning 1. Demonstrates value for learning 2. Demonstrates that learning is of different kinds and comes from different Domain 2. Learning Environment sources Domain 7. Teacher Personal Growth 1. Creates an environment that promotes and Professional Development fairness 1. Takes pride in the nobility of teaching 2. Makes the physical environment safe and as a profession. conducive to learning 2. Builds professional links with 3. Communicates higher learning colleagues to enrich teaching expectations to each learner practice. 4. Establishes and maintains consistent 3. Reflects on the extent of the standards of learners behavior attainment of learning goals.

Domain 2. Learning Environment 1. Creates an Teacher Personal Growth Domain 7. environment that promotes Domain 5.4.Social regard for learning Domain 1. Curriculum Domain Planning, Assessment & Reporting fairness and Professional Development 1.Communicates promptly andthe subjectlearners, clearly 1. 1.Takes pride in the environment to Learners Demonstrates mastery of Domain 3. Diversitysafe as nobility ofLearners 2.6.MakesLinkages physical the of Domain 3. Diversitylearning learners of teaching Domain parents and superiors about progress of Community 1.Demonstrates valuelearning goals learners background for 1. Is familiar with for SEVEN 2. Communicates clear Linkages 1. Establishes learning environments a profession. DOMAINS Domain 6. Community and conducive to learning knowledge and experiences that respond to the aspirations of uses a variety of appropriate 1.Isprofessionallearning colleagues familiar 2.Develops andthat are appropriateis of the lessons learning links 2. Demonstrates that 2.Demonstrates thatwith learnersconcern for holistic the community 2.Builds with for 1.Establishes higher learning of learner environments development 3. assessment strategies to monitors and evaluate Communicates background comes from knowledge and learners to enrich respond teaching learner different kinds and practice.4. Curriculum Domain 5. Planning, Assessment to the aspirations of the community expectations useeach Domain learning goodon the extent ofDemonstrates mastery of the subject & Reporting Make experiences 3. 3.Reflects to of allotted instructional 1. 1. Communicates promptly and clearly different superiors and maintains the attainment for sourcesand provides feedback on 2. Communicates consistent goals 3.Monitors to4. Establishes learners, parents and regularly time learning goals. 2.Demonstrates concernthatclear appropriate for for learning of the lessons are about progress of learners learners learners of 2. Develops andSelects of learners of contents 4. uses a variety teaching methods,Make good of allotted instructional learning standardsunderstanding behavior use learner 3. holistic development of appropriate assessment strategies to time
monitors and evaluate learning 3. Monitors regularly and provides feedback on learners understanding of contents

activities and instructional Selects teaching methods, learning materials or 4. activities and instructional materials resources appropriate to learners and to learners andor resources appropriate aligned to objectives of thealigned to objectives of the lesson lesson

NAME: _________________________________ DATE: ___________

Please do not leave any item unanswered.

NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING

Code for Competency Level: L- Low S- Satisfactory

F- Fair H- High

Strand 1.1 Teachers actions demonstrate value for learning Indicator 1.1.1. Implements school policies and procedures
At what level do I 1 2 3 4 Competency L F S H

know school policies and procedures? Understand school operations? implement school policies and procedures? inform students, parents, and other concerned persons regarding school policies and procedures? abide by school policies and procedures?

 The

NCBTS provides a single framework that shall define what effective teaching is in all aspects of a teachers professional life and in all phases of teacher development  This will standardize the definition of what effective teaching is.

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 NCBTS is an integrated theoretical framework that defines the different dimensions of effective teaching, where effective teaching means being able to help all types of students learn the different learning goals in the curriculum.

It provides a better guide for all teacher development programs and projects from school level up to the national level. Various stakeholders and institutions use the NCBTS in their roles to maintain quality education through effecting teaching and learning.

Live to express, not to impress.

Prepared by: