N.C.B.T.S.National Competency-

Based Teacher Standards

Prepared by:MARY DIANE FRUELDA BSED Math III

• 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.

•WHAT IS NCBTS?

• The NCBTS provides a single framework that shall define teaching in all aspects of a teacher’s professional life and in all phases of teacher development.

• The use of a single framework should minimize confusion about what effective teaching is.

• The single framework should also provide a better guide for all teacher development programs and projects from the school-level up to the national level.

•Why do we need the NCBTS?

•THE 7 DOMAINS

NCBTS

D1: Social Regard For Learning

D2: The Learning Environment

D3: Diversity of Learners

D4: Curriculum

D5: Planning, Assessing & Reporting

D6: Community Linkages

D7: Personal Growth and Professional

Development

• Follows school policies• Demonstrate punctuality• Maintain appropriate

appearance• Careful with behaviour on

students• Respects others

SOCIAL REGARD FOR LEARNING• Acts as a positive role model

NCBTS

D1: Social Regard For Learni

ng

D2: The

Learning

Environme

nt

D3: Diversity of Learn

ers

D4: Curriculum

D5: Planni

ng, Asses

sing & Reporting

D6: Community Linkages

D7: Personal

Growth

and Professional Developme

nt

• Create an environment that promotes fairness

• Makes the physical environment safe and conducive for learning

•LEARNING ENVIRONMENT

• Communicates higher learning expectations to each learner

• Establishes and maintains consistent standards of learners’ behavior

LEARNING ENVIRONMENT

NCBTS

D1: Social Regard For Learni

ng

D2: The

Learning

Environme

nt

D3: Diversity of Learners

D4: Curriculum

D5: Planni

ng, Assessing & Reporting

D6: Community Linkages

D7: Perso

nal Grow

th and

Professional Developme

nt

• Demonstrates concern

for holistic development

of learners

• Is familiar with learner’s

background knowledge

and experiences

DIVERSITY OF LEARNERS

NCBTS

D1: Social Regard For Learni

ng

D2: The

Learning

Environme

nt

D3: Diversity of Learners

D4: Curriculum

D5: Planni

ng, Assessing & Reporting

D6: Community Linkages

D7: Perso

nal Grow

th and

Professional Developme

nt

CURRICULUM• This refers to all elements of the

teaching-learning process that work in convergence to help students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources.

NCBTS

D1: Social Regard For Learni

ng

D2: The

Learning

Environme

nt

D3: Diversity of Learners

D4: Curriculum

D5: Planni

ng, Assessing & Reporting

D6: Community Linkages

D7: Perso

nal Grow

th and

Professional Developme

nt

•PLANNING, ASSESSING & REPORTING

• The domain of Planning, Assessing and Reporting refers to the alignment of assessment and planning activities. In particular, the domain focuses on the (1) use of assessment data to plan and revise teaching-learning plans, (2) the integration of assessment procedures in the plan and implementation of teaching-learning activities, and (3) reporting on learner’s actual achievement and behavior.

NCBTS

D1: Social Regard For Learni

ng

D2: The

Learning

Environme

nt

D3: Diversity of Learners

D4: Curriculum

D5: Planni

ng, Assessing & Reporting

D6: Community Linkages

D7: Perso

nal Grow

th and

Professional Developme

nt

COMMUNITY LINKAGES• The domain of Community Linkages

focuses on the ideal that classroom activities are meaningfully linked to the experiences and aspirations of the students in their homes and communities. Thus the domain focuses on teachers’ efforts directed at strengthening the links between schools and communities, particularly as these links help in the attainment of the curricular goals.

NCBTS

D1: Social Regard For

Learning

D2: The

Learning

Environme

nt

D3: Diversity of Learn

ers

D4: Curriculum

D5: Planni

ng, Assessing & Reporting

D6: Community Linkages

D7: Perso

nal Grow

th and

Professional Developme

nt

PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT

• The domain of Personal Growth and Professional Development emphasizes the ideal that teachers value having a high personal regard for the teaching profession, concern for professional development, and continuous improvement as teachers.

NCBTS

D1: Social Regard For Learni

ng

D2: The

Learning

Environme

nt

D3: Diversity of Learners

D4: Curriculum

D5: Planni

ng, Assessing & Reporting

D6: Community Linkages

D7: Personal

Growth

and Professional Developme

nt