Date post: | 11-Apr-2017 |
Category: |
Education |
Upload: | richardbanez |
View: | 1,435 times |
Download: | 3 times |
National Competency-based Teacher Standards
(NCBTS)GC 603 Structured Learning Experiences for Counselling and
Management GroupRICHARD M. BAÑEZ
Presenter
DR. ELSA C. CALLOProfessor
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)
Philippine Education for All (EFA) Plan
2015
Basic Education Sector Reform
Agenda (BESRA)
Inclusive Growth
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 ParadigmsThe Traditional
ViewThe NCBTS View
Teaching is a technical process, and the good
qualities of this technical process are well defined.
Teaching is facilitating learning, and the
qualities of good teaching are defined in terms of
whether students learn or not.
Teacher knowledge is technical knowledge
applicable to all learners and contexts.
Teacher knowledge is essentially complex and problematic; applicability
varies across learners and contexts.
The Old and New ParadigmsThe Traditional
ViewThe NCBTS View
Teaching involves consistent application of
technical knowledge.
Teaching involves reflective and flexible
application of technical knowledge in ways that best bring about student
learning.Effective application of
teacher knowledge dependent on
prerequisite inputs in teaching environment.
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 MapEntry toTeacher
Education
DepEd / CSC/ HEIs
CHED/TEIs/Schools
PRC
DepEd/CHED/TEIs
TeacherInduction
DepEd
CHED/TEIs
Retirement
NationalCompetency
Based TeacherStandards
In-Service Training And Continuing
Professional Development/
Pre-ServiceTraining
TeacherLicensure
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
DOMAIN 1: SOCIAL REGARD FOR LEARNING
DOMAIN 7: PERSONAL & PROFESSIONAL GROWTH
Teacher as a Learner
DOMAIN 2: THE LEARNING ENVIRONMENT
DOMAIN 3: THE DIVERSITY OF LEARNERS
DOMAIN 4: CURRICULUM
DOMAIN 5: PLANNING, ASSESSING & REPORTING
DOMAIN 6: COMMUNITY LINKAGES
Teacher as Facilitator of
Learning
Knowledge and Skills for Facilitating Learning
Contextualization
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
DOMAIN 1 Social Regard for Learning
StrandActs as a positive role model for students
Key QuestionCan my students appreciate and model the value of learning through my interactions
with them?
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
DOMAIN 2 Learning Environment
Strands
Creates an environment
that promotes fairness
Makes the physical
environment safe and
conducive to learning
Communicates higher
learning expectations
to each learner
Establishes and maintains
consistent standards of
learners’ behavior
Key QuestionsDo I create a
social environment in my class where my
students feel that they are treated fairly?
Do I create a physical
environment in my class where my
students feel that they are safe and able
to learn?
Do I create a classroom
atmosphere that
encourages students to attain high levels of learning?
Do I create a consistent and orderly social climate and
organization in the classroom
for my students?
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
DOMAIN 3 Diversity of Learners
StrandsIs familiar with learners’ background knowledge
and experiences
Demonstrates concern for holistic development of
learnersKey Questions
Can I help my students learn whatever their capabilities, learning
styles, cultural heritage, socio-economic
backgrounds, and other differences are?
Do my students feel that I am trying to help them learn, whatever their capabilities, learning
styles, cultural heritage, socio-economic
backgrounds, and other differences are?
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
DOMAIN 4 Curriculum
Strands
Demonstrates mastery of the
subject
Communicates clear learning goals for the lessons that
are appropriate for
learners
Makes good use of allotted instructional
time
Selects teaching methods, learning
activities and instructional materials or resources
appropriate to learners and
aligned to the objectives of the lesson?
DOMAIN 4 Curriculum
Key Questions
Do my students see
how well I understand the subject matter I am
teaching that they
understand and appreciate
the importance of the lessons?
Can my students see
and appreciate the value of
the curricular goals and
objectives I have set for the different lessons in my
class?
Am I able to help my students
attain all the curricular
goals within the time
provided in the school calendar?
Do I use teaching-learning
activities and learning
resources efficiently to challenge my students to meet high levels of
mastery and understanding of curricular objectives?
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
DOMAIN 5 Planning, Assessing and Reporting
StrandsCommunicates promptly and
clearly to learners, parents, and
superiors about the progress of learners.
Develops and uses a variety of appropriate assessment strategies to monitor and
evaluate learning.
Monitors regularly and provides feedback on
learners’ understanding of
content
Key QuestionsDo I provide my
stakeholders timely and accurate
information about my students’
learning progress?
Do I assess my students’ learning and knowledge
using appropriate educational assessment procedures, and use the information from these assessment procedures in planning my teaching-learning activities for the
students?
Do I provide regular feedback to each
student about their level of learning?
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
DOMAIN 6 Community Linkages
StrandEstablishes learning environments that
respond to the aspirations of the communityKey Question
Are the goals and characteristics of the teaching-learning activities I implement relevant to the experiences, values and
aspirations in my students’ communities?
It emphasizes the ideal that teachers value having a high personal regard, concern for professional development, and continuous improvement as teachers.
DOMAIN 7 Personal Growth and Professional Development
DOMAIN 7 Personal Growth and Professional Development
StrandsTakes pride in the
nobility of teaching as a profession.
Builds professional links with
colleagues to enrich teaching practice.
Reflects on the extent of the attainment of learning goals.
Key QuestionsDo my actions and statements indicate
a high regard for the teaching
profession and for my continuous
development as a professional
teacher?
Do I try to learn from other
colleagues in the teaching profession
to improve my teaching practice?
Am I aware of the extent to which my
practices as a teacher influence
my students’ attainment of the learning goals?
NCBTS in Pre-Service Teachers
NCBTS in LETPRINCIPLES OF TEACHING, EDUCATIONAL TECHNOLOGY, CURRICULUM DEVELOPMENT, FIELD STUDY, AND PRACTICE TEACHING
35%
Employ activities, teaching methods, instructional materials and technology, classroom management techniques appropriate for a chosen subject area
10%
Apply appropriate approaches to lesson planning and curriculum development
6%
Apply principles in the preparation and utilization of the conventional and non-conventional technology as well as traditional and alternative teaching strategies
5%
Align curriculum components to instruction and assessment 5% Distinguish the roles of stakeholders (students, teachers,
employers, parents, and community) in the delivery of the curriculum
1%
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.
that is filled with colors and lines
Life is an artwork which are combined harmoniouslyto create an image of beauty;it is also
shaded withmaking it difficult yet challenging for us
fear, burden, and frustrationto keep on stroking our brushes to
finish a refined portrait of our selves.
- R. Bañez