National Competency-Based

Teacher Standards (NCBTS)

Assessment & Analysis

Sharyll Mae A. Alboňa, MAEd

Presentor

Outline

I- Basic Education Sector Reform Agenda (BESRA)

II- National Competency-Based Teacher Standards (NCBTS)

A. TNSA Form 1

B. TNSA Form 2

C. TNSA Form 3

III- Individual Plan for Professional Development ( IPPD)

A. IPPD Form 1

B. IPPD Form 3

It is part of BESRA

Key Reform Thrusts (KRTs)

Why the

National

Competency-

Based Teacher

Standards

(NCBTS) ?

BESRA KRT #2

• Enable teachers to

further enhance their

contribution to

learning outcomes

• Teachers are

responsible for their

continuous

professional growth

NCBTS

National Competency-Based Teacher

Standards (NCBTS)

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.

all aspects of a teacher’s professional life and in all

phases of teacher development

standardizes the definition of what effective teaching is.

National Competency-Based Teacher

Standards (NCBTS)

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.

HOW SHOULD TEACHERS USE THE

NCBTS?

as a guide to reflect on ones own 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 set of guidelines for cooperating teachers to support the FS Students (FSS) and Student Teachers (ST)

What is NCBTS-

Teacher Strengths

and Needs

Assessment

(TSNA)?

NCTBS-TSNA

• A self-assessment tool that would help every

teacher determine individual strengths and needs

according to the standards set by the National

Competency-Based Teacher Standards

Indicator

concrete, observable, and measurable teacher behaviours, actions, habits, routines, and practices known to create, facilitate, and support enhanced student learning.

Strand

more specific dimensions of positive teacher practices under the broad conceptual domain

Domain

distinctive sphere of the teaching-learning process

well defined arena for demonstrating positive teacher

practices

Defined in terms of principle of ideal teaching associated with

enhancing student learning

Hierarchical Organizational of CBTS

NCBTS Framework

Domains Strands Indicators KSA

Domain 1-Social Regard for

Learning2 5 18

Domain 2- Learning Environment 5 17 59

Domain 3- Diversity of Learners 1 8 27

Domain 4- Curriculum 7 22 78

Domain 5- Planning, Assessing

and Reporting4 12 40

Domain 6- Community Linkages 1 6 18

Domain 7- Personal Growth and

Professional Development3 10 30

Total – 7 23 80 270

Summary of the Distribution of the Domains,

Strands, Indicators and the KSAs of the TSNA.

Code for Competency Level: L- Low F- Fair

S- Satisfactory H- High

Strand 1.1 Teacher’s actions demonstrate value for learning

Indicator 1.1.1. Implements school policies and procedures

At what level do I… L F S H

1 know school policies and procedures?

2 Understand school operations?

3 implement school policies and procedures?

4 inform students, parents, and other concerned

persons regarding school policies and procedures?

5 abide by school policies and procedures?

NAME: _________________________________ DATE: ___________

NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING

Please do not leave any item unanswered.

C - competency

General Directions for

Accomplishing the TSNA

1. Fill out the Teacher’s Personal Data Sheet

2. Answer to NCBTS-TSNA tool (Form 1)

2.1 Read in detail and reflect on every item in the

tool. Take note that the TSNA items consists of

KSAs under each Competency Indicator (CI).

Each CI belongs to a strand that corresponds to

the seven domains of the NCBTS.

General Directions for Accomplishing the TSNA

• 2.2 Respond to every item which begins with a common stem

“At what level do I…” The choices are described in the chart

that follows:

Code for

Competency

Level

Assigned

Numerical

Rating

Interpretation

H- High 4 This is my strength, may not be a priority training or

professional development need, but I should continue to

enhance this competency.

S- Satisfactory 3 My level of competence in the KSA is satisfactory. I would

benefit from further training and professional development.

F- Fair 2 My level of competence in the KSA is fair. I need further

training and professional development as a priority.

L-Low 1 My level of competence in the KSA is low. I urgently need

training and professional development.

General Directions for Accomplishing the TSNA

• 3. Accomplish TSNA Form 2

• 4. Accomplish TSNA form 3- Individual Scoring

Template

Item H S F L

CI-1.1.1 1 √ *18/5=3.6

2 √

3 √

4 √

5 √

CI- 1.1.2 6 √ *10/3=3.33

7 √

8 √

CI-1.1.3 9 √ *12/3=4

10 √

11 √

CI- 1.1.4 12 √ *15/4=3.37

13 √

14 √ 55/15

15 √ 3.66

CI- 1.2.1 16 √

17 √ *10/3

18 √ 3.33

TSNA Form 2- ANSWER SHEET

DOMAIN 1. SOCIAL REGARD FOR LEARNING

S1.1 Teacher's actions demonstrate value for learning

S.1.2 : Demonstrates that learning is of different kinds.

DOMAIN 1. SOCIAL REGARD FOR LEARNING

Domain Strand Strand Competency

D1 S1 C1 C2 C3 C4 S2 C1

Index Values *3.58+3.33/2 S.1.1 Teacher's action 3.6 3.33 4 3.37 S.1.2 Teacher demonstrates 3.33

*3.46 demonstrate value that learning is of different

for learning.( 3.58) kinds and comes from

(S1+S2/2) (copy the strand) different sources (3.33)

Index Value Descriptor Experienced Expert Expert Experienced Expert Experienced Experienced Experienced

Teacher Profile in Bar Graph

Domain Strand Strand Competency

D1 S1 C1 C2 C3 C4 2 C1

4

3

2

1

TNSA Form 3- Individual Scoring Template

Competency

Competency

TSNA Form 3-Teacher Professional Development Index (TPDIndex)

Competency

Level

Labels for

the Index

Description

3.51-4.00 Expert Teacher has almost all the competencies at high levels

for effective teaching. These are the identified

strengths. Strengths have to be sustained and enhanced

however professional development needs have to

continuously address.

2.51-3.50 Experienced Teacher has majority of the competencies at high levels

for effective teaching. Strengths have to be enhanced.

Training and professional development needs have to

be addressed.

1.51-2.50 Developing Teacher has the average of the competencies at high

level for effective teaching. These strengths have to be

enhanced however, training needs have to ne addressed

as a priority.

1.00-1.50 Beginning Teacher has few competencies at high levels for

effective teaching. Training needs have to be addressed

as priority and with urgency.

IPPD Form 1- Teacher’s Individual Plan for Professional Development (IPPD)

IPPD FORM 1- TEACHER’S INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD) School Year: ________

Name of Teacher: _______________ Position: _______

School: _____ District:____ Division:____ Region:____

Professional Development Goal:

Objectives Methods/Strategies Resources Time Frame Success Indicator

(What competencies will I

enhance?)

(What professional activities will I undertake

to achieve my objectives?)

(What will I do to access resources?)

(When do I expect to have

accomplished the activities)

(What NCBTS competencies would I have enhanced?)

(What learners’ performance

would have been improved?)

A.

B.

C.

Commitment I am a Professional Teacher.

I am responsible for my personal and professional growth. Henceforth, I commit my best to attain the goal and objectives I have set hereunto for my professional development, not only for my benefit but also for my school’s improvement and most of all, for

my learners’ progress. Signature: ____________________________________ Date: __________________

Teacher Attested to : ____________________________________ Date: ___________________

Peer Advised by: _____________________________________ Date: ___________________

School Head

IPPD Form 3: Self-Monitoring Check

Self-Monitoring

Check

1. Am I always conscious of my professional development goal and objectives? (Write your objectives in the first column).

2. What have I accomplished so far? (Write activities you have done and the specific NCBTS competencies that have been enhanced in the

appropriate columns.)

Objectives Set Time of the Year Accomplishments

Professional Development

Activities Done

Specific NCBTS Competencies Enhanced (Strands)

A

B

C

Commitment I am a Professional Teacher. I am responsible for my personal and professional growth. Henceforth, I commit my best to attain the goal and objectives I have set hereunto for my professional development, not only for my benefit but also for

my school’s improvement and most of all, for my learners’ progress.

Signature: ____________________________________ Date: __________________ Teacher

Attested to : ____________________________________ Date: ___________________ Peer

Advised by: _____________________________________ Date: ___________________ School Head