President Ramon Magsaysay State University

(Formerly Ramon Magsaysay Technological University)

Iba Campus

COLLEGE OF TEACHER EDUCATION

NOEMI L. ARBIZO

CPE – B

1. What is NCBTS?

The National Competency-Based Standards (NCBTS) defines the desired practice of effective
teaching. The NCBTS sets performance indicators classified in appropriate domains and strands that
guide teacher professional development. Hence, processes and tools are continuously developed to
support the teachers’ enhancement of their competencies and professional development.
The NCBTS-Teacher’s Strengths and Training Needs Assessment (TSNA) Tool is a self-assessment
tool that enables teachers to identify their professional strengths and development needs. It is a formative
process that encourages teachers in taking personal responsibility of their own growth and professional
advancement with the goal of promoting student learning.
The NCBTS-Teacher’s Strengths and Training Needs Assessment (TSNA) Tool is a self-assessment
tool that enables teachers to identify their professional strengths and development needs. It is a formative
process that encourages teachers in taking personal responsibility of their own growth and professional
advancement with the goal of promoting student learning.

2. What is IPPD?

Results of the individual TSNA shall be utilized in the formulation of the teacher’s Individual Plan
for Professional Development (IPPD). The TSNA school level consolidated results shall inform the
development of the School Improvement Plan (SIP) priorities for staff development, while the division
consolidated results shall inform the division priorities for the continuing professional development of
teachers.
The IPPD is a tool that serves as a guide for teachers’ continuous learning and development within a
calendar year. It is structured in a way that every professional teacher regularly and individually prepares,
implements, monitors and updates the plan. Developing a structured IPPD allows the teachers to practice
individual accountability for professional growth and shared responsibility for the entire organization’s
development. The IPPD shows each teacher’s priority needs that may be considered for the school-based
capacity building activities, like mentoring, coaching, LAC sessions and training, among others.
 President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba Campus

COLLEGE OF TEACHER EDUCATION

JOHN NEIL B. BALAONG

CPE – B

National Competency – Based Teacher Standards(NCBTS)l

What does NCBTS stand for?

 It is an integrated theoretical framework that defines the different dimensions of effective teaching.

National Competency Base National Competency-Based Teacher Standards

 The Philippine NCBTS has defined what Effective Teaching is. It has clearly stated the strategic and
indespensable role of the Teacher in the learning process of the students.

The NCBTS Framework is divided in 7 Domains:

1. Social Regard for Learning
2. Learning Environment
3. Diversity of Learners
4. Curriculum
5. Planning, Assessing, reporting
6. Community Linkages
7. Personal growth and Professionalism

According to the Framework “This will allow teachers to self-assess their own performance against the
Competency Standards in order to identify areas of strength as well as areas that need to be developed
further in order for them to function more effectively as facilitators of learning.”

Domain 1. Social Regard for Learning (SRFL)

The SRFL domain focuses on the ideal that teachers serve as positive and powerful role models of the
value in the pursuit of different efforts to learn. The teacher’s action, statements, and different types of
social interactions with students exemplify this ideal.

Domain 2. Learning Environment (LE)

This domain focuses on importance of providing a social, psychological and physical environment within
which all students, regardless of their individual differences in learning, can engage in the different
learning activities and work towards attaining high standards of learning

Domain 3. Diversity of Learners (DOL)

The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse
learners, by recognizing and respecting individual differences and by using knowledge about their
 differences to design diverse sets of learning activities to ensure that all learners can attain the desired
learning goals.

Domain 4. Curriculum (Curr.)

The curriculum domain 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.

Domain 5. Planning, Assessing & Reporting (PAR)

This domain refers to the alignment of assessment and planning activities. In particular, the PAR focuses
on the (1) use of assessment data to plan and revise teaching-learning plans;
(2) integration of assessment procedures in the plan and implementation of teaching-learning activities,
and (3) reporting of the learners’ actual achievement and behavior.

Domain 6. Community Linkages (CL)

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

Domain 7. Personal Growth & Professional Development (PGPD)

The PGPD domain emphasizes the ideal that teachers value having a high personal regard for the teaching
profession, concern for professional development, and continuous improvement as teachers.

Why Do We Need the NCBTS?

 – Provides a single framework that define effective teaching in all aspects of a teacher’s professional
life & in all phases of teacher development.
 Minimize confusion about what effective teaching is.
 Provides a better guide for all teacher development programs

What is Professional Development?

Professional development is the process of improving competencies and work performance through the
provision of a wide range of opportunities for personal and professional growth in knowledge, skills and
attitudes. In the education setting, a personal and professional growth process necessarily integrates the
goals of the individual professional with the goals of the school, division and region for better student
outcomes. It is based on the nationally accepted standards for competencies specific to the profession.

Professional Development activities range from independent study such as personal or structured
professional reading; to supported learning such as mentoring and coaching; to collective action such as
getting involved in a professional organization or conducting group research and to formal programs such
as on site face-to-face training, distance or on-line course study, and continuing formal education.

Professional Development in the education system is most successful in an environment, which promotes
the goals of a school-based management with a strong leadership and support system. It is most likely to
succeed when it is embedded in the vision, strategic plan and organizational structure of the school,
division and region. Moreover, it must be guided by a purposeful and systematic planning through an
INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD).
What is an Individual Plan for Professional Development (IPPD)?

An IPPD is a tool that serves as a guide for the professional’s continuous learning and development. The
IPPD is structured such that every professional regularly and individually prepares, implements, monitors
and updates the plan. It is based on the identified development needs revealed by the Training and
Development Needs Assessment (TDNA) appropriate for the specific profession and is consistent with
the priority development goals of the school, division and region.

What is the purpose of accomplishing an IPPD?

The IPPD is accomplished by the professionals, e.g. School Heads and Teachers, to enable them chart
their goals and plan learning activities that enhance their competencies in order for them to work better
for the improvement of their school and learners’ performance. Developing a structured IPPD allows
them to practice individual accountability for professional growth and shared responsibility for the entire
organization’s development.

In the process of developing an IPPD, certain considerations may serve as guiding principles:

1. The IPPD must be based on:

 the mandated functions and competency standards for the profession
 results of training needs assessment
 priority development goals for learners, school, division and region

2. The IPPD goal focuses on improvement of school effectiveness and learning outcomes.

3. The IPPD must adhere to the following SMART standards:

 Specific and focused on learners and school priorities
 Measurable progress and accomplishments through a monitoring and evaluation scheme
 Attainable and results-oriented
 Relevant strategies appropriately connected to goals and objectives
 Time-bound within targets but flexible to afford revisions and updates

4. Development strategies adhere to the andragogical (adult learning) principles, approach and
methodology identified to be effective in the attainment of the IPPD goal and objectives.

5. The IPPD process is job-embedded, i.e. inherent to the practice of the profession, and a
continuing course of action.