TEACHER

TEACHERCOMMUNITY

CLASSROOM

NATIONALCOMPETENCY- BASED

TEACHERSTANDARDS

Christian Sebastian

The

Domains 1 to 3

WHAT IS THE NATIONAL COMPETENCY-BASED TEACHER-STANDARDS?

NCBTSThe National Competency –Based Teacher Standards is an integrated theoretical framework that defines the

different dimensions of effective teaching.

Teacher Education and Development Program(TEDP)

WHY DO WE NEED THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS?

WHY NEED NCBTS?Filipino teachers often get mixed signals about what

it means to be an effective teacher.

The NCBTS provides single framework that shall define effective teaching in all aspects of a teacher’s

professional life and in all phases of teacher development.

WHAT DOES COMPETENCY-BASED MEAN?

COMPETENCY-BASED?Standards of

Effective and Good Teaching

What the Teacher is Competent to Do=

NCBTS is concerned with whether teachers are competent in helping students learn.

DOES NCBTS MAKE TEACHING PROFESSION MORE COMPLICATED AND DIFFICULT?

GONE COMPLICATED?

The NCBTS has simply articulated this expectation so that it is clear to all concerned.

WHAT IF TEACHERS CANNOT DO THIS TYPE OF TEACHING?

IF NOT DONE?In other words, the NCBTS takes a development

perspective about teaching standards.

It provides concrete GUIDEPOSTS to help teachers become better and better.

HOW DOES THE NCBTS DEFINE GOOD TEACHING?

NCBTS AND GOOD TEACHING?

7 Doma

ins

Strands/Standards

Specific Performance Indicators

A domain is defined as a distinctive sphere of the teaching learning process, and is also a well-defined arena for

demonstrating positive teacher practices.

Each of these domain is defined in terms of a principle of ideal teaching associated with enhanced student learning

DOMAIN

Standards are in the form of strands.

Strands refer to more specific dimensions of positive teacher practices under the broad conceptual domain.

STANDARDS

These are concrete, observable and measurable teacher behavior, actions,

habits, routines, and practices known to create, facilitate, and support enhanced

student learning

PERFORMANCE INDICATOR

THE SEVEN DOMAINS OF THE NCBTS

1. Social Regard for Learning2. Learning Environment3. Diversity of Teachers4. Curriculum5. Planning, Assessing and Reporting6. Community Linkages7. Personal Growth and Development

THE SEVEN DOMAINS OF THE NCBTSDomain 1: Social Regard for Learning

Domain 2: The Learning Environment

Domain 3: Diversity of Learners

Domain 4: Curriculum

Domain 5: Planning, Assessing and Reporting

Domain 6: Community Linkages

Domain 7: Personal Growth and Professional Development

Domain 1SOCIAL REGARD FOR LEARNING

This domain focuses on the ideal that the teachers serve as positive and

powerful role models of the values of the pursuit of learning of different

kinds of effort to learn. The teacher’s actions, statements, and different

types of social interactions with the students exemplify this ideal.

DOMAIN 1

Strands of Derived Teaching Performance Performance Indicator

1.1. Acts as a positive

role model for students

1.1.1. Implements school policies and procedures

1.1.2.Demonstrates punctuality

1.1.3. Maintains appropriate appearance

1.1.4. Is careful about the effect of one’s behavior on students

1.1.5. Shows respect for other persons and their ideas

Domain 2THE LEARNING ENVIRONMENT

This domain focuses on the importance of providing for a social,

psychological and physical environment within which all students, regardless of their

individual differences in learning, can engage into different learning

activities and work towards attaining high standards of learning.

DOMAIN 2

Strands of Desired Teaching Performance Performance Indicators

2.1.Creates an

environment that promotes fairness

2.1.1. Maintains a learning environment of courtesy and respect for different learners

2.1.2. Provides gender-fair opportunities for learners learning

2.1.3. Recognizes that every learner has strengths.

DOMAIN 2

Strands of Desired Learning Teaching Performance Performance Indicators

2.2.Makes the physical

environment safe and conducive to learning

2.2.1. Maintains a safe, clean and orderly classroom free from distractions

2.2.2. Arranges challenging activities given the physical environment

DOMAIN 2Strands of Desired Learning Teaching

Performance Performance Indicators

2.3.Communicates higher learning expectations

2.3.1. Uses individual and co-operative learning activities to improve capacities of learners for higher learning2.3.2. Encourage learners to ask questions2.3.3. Provides learners with a variety of learning experiences2.3.4. Provides varied enrichment activities to nurture the desire for further learning2.3.5 Communicates and maintains high standards of learning performance

DOMAIN 2

Strands of Desired Learning Teaching Performance Performance Indicators

2.4. Establishes and

maintains consistent standards of

learners’ behavior

2.4.1. Handles behavior problems quickly and with due respect to children’s rights2.4.2 Gives timely feedback to reinforce appropriate to learner’s behavior2.4.3. Guides individual learners requiring development of appropriate social and learning behavior2.4.4. Communicates and enforces school policies and procedures for appropriate learner behavior2.4.5 Encourages free expression of ideas from students2.4.6 Creates stress-free environment

Domain 3DIVERSITY OF LEARNERS

This domain emphasizes the idea that the teachers can facilitate the

learning process in diverse learners by recognizing first and respecting individual differences, then using

knowledge about students’ differences to design diverse sets of learning

activities to ensure that all students can attain desired learning goals.

DOMAIN 3Strands of Desired Teaching

Performance Performance Indicators

3.1.Is familiar with learner’s background knowledge

and experiences

3.1.1. Obtains information on the learning styles, multiple intelligences and needs of learners3.1.2. Designs or selects learning experiences suited to different kind of learners3.1.3. Establishes goals that define appropriate expectations for all learners3.1.4. Paces lessons appropriate to needs and/or difficulties of learners3.1.5. Initiates other learning approaches for learners whose needs have not been met by usual approaches

DOMAIN 3

Strands of Desired Teaching Performance Performance Indicators

3.2.Demonstrates concern

for holistic development of learners

3.2.1. Recognizes multi-cultural background of learners when providing learning opportunities3.2.2. Adopts strategies to address needs of differently-abled students3.2.3. Makes appropriate adjustments for learners of different socio-economic backgrounds