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NATIONAL COMPETENCY-

BASED TEACHER STANDARDS


(NCBTS)

A Professional Development
Guide for Filipino Teachers
Introduction to NCBTS
What is NCBTS?

• Integrated theoretical framework defining the


different dimensions of effective teaching in
all aspects of a teacher’s professional life
and in all phases of teacher development .
• Set of competencies that each teacher must
possess to function effectively and
satisfactorily.
Why do we need NCBTS?

• NCBTS as a single framework in defining


effective teaching minimizes confusion
about what an effective teaching is.

• It provides a better guide for all teacher


development programs and project from
the school-level up to the national level.
Who should use the NCBTS?
• Anyone who is interested in improving teaching practices.
• TEIs who design and implement effective pre-service teacher
education curricula.
• The PRC refers to NCBTS in designing the LET
• Agencies that implement in-service education for teachers
(INSET) shall refer to NCBTS for developing their
interventions.
• NCBTS will be the basis of defining criteria in awarding
outstanding teachers by award-giving bodies.
• DepEd shall use NCBTS in formulating its hiring, promotion,
supervision and other policies related to the teaching
profession.
• Individual teachers in all public elementary and secondary
schools shall use NCBTS for professional development
activities.
How could Teachers Use the NCBTS?
• As a guide t0 reflect on their current teaching
practices (used as a self-assessment tool to think
critically about one’s practices)
• As a framework for creating new practices (that
would make teaching more effective, a cue on
what she/he should be doing if the practice is
less than ideal)
• As a guidepost for planning and professional
development goals (to improve on one’s
weaknesses)
• As a common language for discussing teaching
practices with other teachers, defining their
ideals as teachers.
Paradigms of Teaching

>Teaching is a technical >Teaching is facilitating


learning process > Applicability of knowledge
which are well varies across learners and
defined. context.
>Teaching knowledge is >involves reflective & flexible
applicable to all learners application in ways that
>Effective teaching is deter- best bring student learning
mined by a prerequisites >determined within the limits
in teaching environment found in the learning
environment
Social
Regard for
Learning
Personal
Growth and
Professional The Learning
Development Environment

NCBTS
Community Diversity of
Linkages Learners

Planning,
Assessing
Curriculum
and
Reporting
Domain 1 – Social regard for
learning

• This domain focuses on the ideal that teachers


serve as positive and powerful role models of
the values of pursuit of learning and of the effort
to learn and that the teachers’ action,
statements and different types of social
interactions with students exemplify this ideal.
Domain 2- the Learning
Environment
• This domain focuses on the importance of
providing for a social and physical environment
within which all students , regardless of their
individual differences in learning, can engage in
different activities towards attaining high
standards of learning.
Domain 3 – Diversity of Learners

• This domain emphasizes the ideal that


teachers can facilitate the learning
process in diverse types of learners. By
first recognizing and respecting individual
difference, then using knowledge about
student’s differences to design diverse
sets of learning activities to ensure that all
students can attain appropriate learning
goals.
Domain 4 – Curriculum
• Refers to all elements of teaching-learning
process that work in convergence to help
students attain high standards of learning
and understanding of the curricular goals
and objectives which include the teacher’s
knowledge of the subject matter, teaching-
learning approaches and activities,
instructional materials and learning
resources.
Domain 5 –Planning, Assessing &
Reporting
• This domain refers to the aligned use of
assessment and planning activities to ensure
that the teaching-learning are appropriate to
the student’s 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 6 – Community Linkages

- focuses on the ideal that school activities


are meaningfully linked to the experiences
and aspirations of the students in their
homes and communities. It is directed at
strengthening the links between school and
community activities, particularly those that
help in the attainment of curricular activities.
Domain 7 – Personal Growth & Development

• This domain emphasizes the ideal that


teachers value having a high personal
regard, concern for personal development
and continuous development as teachers.
Does NCBTS make teaching more
difficult?
• Actually, NO!
• Teachers have always been expected to help
all their students learn in spite of several
constraints in the learning environment. Is
there something new? NOTHING!
• The NCBTS has simply articulated this
expectation so that it is clear to all concerned
stakeholders in the field of teaching.
• We can express the theme of this new
paradigm of teaching as:
“Teaching involves the
reflective acquisition and
application of complex and
technical knowledge of
facilitating student learning in
actual contexts”