NCBTS (National Competency-Based Teacher Standards)

National Competency-Based Teacher Standards
 The NCBTS is an integrated theoretical framework that defines
the different dimensions of effective teaching.
What is NCBTS?

• identify educational reforms that rationalize the
creation of competency- based standards for teachers;
• explain the roles of competency-based standards in
teacher's professional growth and development;
• describe thee structure of the National Competency-
Based Teacher Standards (NCBTS);
• examine the various domains of NCBTS; and
• relate the NCBTS to pre-service and in-service
teacher's training.
Intended Learning Outcomes

Teacher Education Development Plan (TEDP)

The NCBTS provides a single framework that shall define
effective teaching in all aspects of a teacher's professional
life and in all phases of teacher development.
Proposed Reforms
• The articulation of a singular competency-based framework
for teaching and teacher development that would guide all
policies, reforms, and activities related to teaching and
teacher teacher development, and which shall be called the
National Competency- Based Teacher Standards (NCBTS).
Why do we need the NCBTS?

• Anyone who is interested in improving teaching practices should refer to the
NCBTS. These includes:
TEI (Teacher Education
Institutions)
to design and implement effective pre- service
teacher education curricula
PRC (Professional
Regulations Commission)
in designing the Licensure Exam for Teachers
Organizations & Agencies
(INSET)
in developing their interventions
Award-Giving Bodies in defining their criteria for outstanding teachers
DepEd (Department Of
Education)
in formulating its hiring, promotion, supervision,
and other policies related to the teaching profession
Who should use the NCBTS?

Teachers can use the NCBTS in many ways:
• As a guide to reflect on their current teaching practices
• As a framework for creating new teaching practices
• As a guidepost for planning for professional devlopment
goals
• As a common language for discussing teaching practices
with other teachers
• As the guide for thinking critically about wether the
students attain the learning goals in the curriculum
How Shoud Teachers Use the NCBTS?

• Specific items under the NCBTS are not new because
many ideas about good teaching have been practiced
for some time now.
• But, what is "new" about NCBTS is that these ideas have
been integrated ino a singular integrated framework.
Is the NCBTS new? How similar or different is it?

• The standards or citeria for characterizing good
teaching are defined in terms of:
 what the teacher is competent to do
 those practices that help students learn
better.
What does Competency-Based mean?

The competencies in the NCBTS were derived from:
a) educational theories and empirical research on
characteristics learning environment and
teaching practices that lead to effective student
learning; and
b) documented successful practices and programs
of schools, divisions, regions, and educational
reform projects in diferent parts of the country.
How were these competencies chosen? How was the
NCBTS decided?

• the NCBTS does not adhere to a single educational theory.
It is a balanced framework that adopts assumptions of
different educational theories.
• it also emphasizes the technical knowlege and the
essential link between teacher's knowledge and student's
learning.
• makes the process of teaching essentially complex and
problematic in that it has to be suited to varieties of
learners and learning environments.
Is the NCBTS just a list of competencies? Or is there a theory
or framework that integrates all these competencies?

THE TRADITIONAL VIEW THE NCBTS VIEW
Teaching is a technical process, and the good
qualities of this technical process are well
defined.
Teaching is facilitating learning, and the qualities
of good teaching are defined in terms of whether
students learn or not.
Teacher knowledge is technical knowledge
applicable to all learners and contexts.
Teacher knowledge is essentially complex and
problmatic; applicability varies across learners
and context.
Teaching involves consistent application of
technical knowledge.
Teaching involves reflective and flexible
application of technical knowledge in ways that
best bring about student learning.
Effective application of teacher knowledge
dependent on pre-requisite inputs in teaching
environment.
Effective teaching is determined within the
limitsand opportunities found in the learning
environment.
Contrasting the Paradigms of Teaching

No, teachers have always been expected to help
all their students learn the constraints in the
learning environment. It has simply articulated this
expectation so that it is clear to all concerned.
Does the NCBTS make the teaching more difficult?

• the NCBTS is not just a standard against which teachers will be
evaluated but it is guide for helping teachers become more
effective teachers or more effective facilitators of student
learning.
• it takes a developmental perspective about teaching standards
and provide concrete guideposts to help teachers become better
and better.
What if the teachers cannot do this type of teaching?

NCBTS makes certain assumptions. In particular, it assumes that:
• Individual teachers have various types and levels of motivation
• Individual teachers have different capabilities
• Individual teachers have diverse ranges of opportunities to pursue their
motivations and raise their capabilities to teach better, in whatever
situations they are.
• The proces of improving teacher is an individual process, but this is
sustained and enhanced when the efforts are collaborative and synergistic
among communities of teachers.
How can NCBTS help teachers improve their
teaching?

DOMAINS
a distinctive sphere of the teaching-learning process, and also
well-defined arena fo demonstrating positive teacher practices
STRANDS
specific dimensions of positive teacher practices under the
broad conceptual domain
INDICATORS
concrete, observable, and measurable teacher behaviors,
actions, habits, actions, routines, and practices known to create,
facilitate, and support enhanced student learning
How can NCBTS help teachers improve their
teaching?

These were characterized in terms of the following
dimensions:
• Nature / quality
• Frequency,consistency and appropriateness
• Self-awareness
How does the NCBTS define good teaching?

Teachers Development Map

7 DOMAINS OF NCBTS
Domain 4: CURRICULUM
Teacher as Facilitator
of Learning
Teacher as Learner
Knowledge
& Skills for
Facilitating
Learning
Contextualization

DOMAIN 1
SOCIAL REGARD FOR LEARNING
(SRFL)
The SRFL Domain focuses on the ideal that teachers serve as a positive and powerful role models of
the value in the pursuit of the different efforts to learn. The teacher's action, statements, and different
types of social interactions with students exemplify this ideal.
STRANDS of Desired Teaching
Performance
PERFORMANCE INDICATORS
The teacher...
1.1 Acts as a positive role model
for students
• implements school policies and procedures;
• demonstrates punctuality;
• maintains apppropriate appearance; and
• is careful about the effect of one's behavior on students.
DOMAINS, STRANDS & INDICATORS

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.
Performance
The teacher...
2.1 The teacher creates an
environment that promotes
fairness.
• maintains a learning environment of courtesy and respect
for different learner's abilities, culture, & gender;
• provides gender-fair opportunities for learning; and
•recognizes that every learner ha strengths.
2.2 The teacher makes the
classroom environment safe and
conducive to learning.
• maintains a safe, clean and orderly classroom free from
distractions; and
• arranges challenging activities given tehe physical
environment.

2.3 The teacher communicates
higher learning expectations to
each learner
• uses individual and cooperative learning activities to
improve capacities of learner's for higher learning;
• encourages learners to ask questions; and
• provide learners with a variety of learning experiences.
2.4 The teacher establishes and
maintain consistent standards of
learner's behavior.
• handles behavior problems quickly and with due respet to
children's rights;
• gives timely feedback to reinforce appropriate to learner's
behavior;
• guides individual learner requiring development of
appropriate social and learning behavior; and
• communicates scholl policies and procedures for classroom
behavior and see to it that they are followed.

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.
Performance
The teacher...
3.1 The teacher is familiar with
learners' background knowledge and
experiences.
• uses information on the learning styles and needs of the learners to
design and select learning experiences;
• establishes goals that define appropriate expectations for all learners;
•paces lessons appropriate to needs and/or abilities of learners;
• provides differentiated activities for learners;
• initiates other learning approaches for learners whose needs have not
been met by usual approaches; and
• shows sensitivity to multi-cultural background of the learners.

3.2 The teacher demonstrates
concern for holistic
development of learners.
• sets clear, challenging and achievable expectations
on the holistic development of all learners;
• identifies learning gaps and takes action to enable
learners to catch up;
• employs integrative and interactive strategies for
meaningful and holistic deevelopment of learners;
• is sensitive to unusual behavior of learners and
takes appropriate action; and
• provides opportunities to enhance learners growth
in all aspects.

DOMAIN 4 CURRICULUM
The curriculum domain refers to all elements of the teaching-learning process that work in the 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.
Performance
The teacher...
4.1 The teacher mastery of the
subject.
• delivers accurate and updated current knowledge using appropriate
methodologies, approaches and strategies;
• integrates language, literacy and quntitative skill development and values
in his /her subject area;
• explain learning goals, instructionl procedures and content clearly and
accurately to learners;
• links the current content with past and future lessons;
• aligns lessons objectives with the teaching methods, learning activities
and instructional materials or resources appropriate to learners;

• creates situations that encourage learners to use high order thinking
skills;
• engages and sustains learners' interest in the subject by making
content meaningful and relevant to them;
• integrates relevant scholarly works and ideas to enrich the lesson as
needed; and
•intergrates content of subject area with other disciplines..
4.2 The teacher communications
clear learning goals for the lessons
that are appropriate for learners.
• sets appropriate learning goals;
•makes the learners understand the learning goals; and
•link the goals set with the expectations for every learner.
4.3 The teacher makes good use
of alloted instructional time.
• establishes routines and procedures to maximize
instructional time; and
• plans lessons to fit within available instructional time.

4.4 The teacher selects teaching
methods, learning activities and
instructional materials or
resources appropriate to
learners and aligned to
objectives of the lesson.
• translates learning competencies to instructional objectives;
• selects, prepares and utilizes instructional materials
appropriate to the learners and to the learning objectives;
• provides activities and uses materials which fit to the
learners' learnig styles, goals and culture;
• uses a variety of teaching approaches and techniques
appropriate to the subject matter and the learners; utilizes
infromation derived from assessment to improve teaching
and learning; and
• provides activities and uses materials which involve
students in meaningful learning.

DOMAIN 5
Planning, Assessing and 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 implementtion of teaching-learning activities, and (3) reporting of the learners's actual achievement and behavior.
Performance
The teacher...
5.1 The teacher communicates promptly and clearly
the learners progress to parents, superiors and to
learners themselves.
• conducts regular meetings with learners and parents to report learner's progress; and
• involves parents in school activities that promote learning.
5.2 The teacher develops and uses a variety of
appropriate assessment strategies to monitor and
eveluate learning.
• prepares formative and summative tests;
• employs non-traditional assessment teacniques
• interprets and uses assessment result to improve teaching and learning; and
• identifies teaching-learning difficulties and their possible causes to address gaps.

5.3 The teacher monitors
regularly and provides feedback
on learners' understanding of
content.
• provides timely and accurate feedback to learners to
encourage them to reflect on and monitor their own
learning growth; and
• keeps accurate records of grades with performance
levels of learners.

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 on strengthening the
links between school and communities to help in the attainment of the curricular goals.
Performance
The teacher...
6.1 The teacher establishes
learning environments that
respond to the aspirations of the
community.
• involves community in sharing accountability for the learner's
achievement;
• use community human and materials resources to support learning;
• use the community as a laboratory as a laboratory for learning;
• participates in community activities that promote learning; and
• uses community networks to publicize school events and achievements.

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.
Performance
The teacher...
7.1 The teacher takes pride in the
nobility of teaching as a profession.
• maintains stature and behavior that upholds the dignity of teaching;
• allocates time for personal and professional development through:
(a) participation in educational seminars and workshops
(b) enrolment in short-term courses and post graduate programs
(c) reaading regular educational materials regularly, and
(d) engaging in educational research
• manifests personal qualities such as enthusiam, flexibility and caring; and
• articulates and demonstrates one's personal philosophy of teaching.

7.2 The teacher builds
professional link with
colleagues to enrich teaching
practice.
• participates actively in professional teacher organzations;
and
• keeps abreast with recent developments in education.
7.3 The teacher reflects on the
extent of the attainment of
students learning goals.
• reflects on the quality of his/ her own teaching;
• receives favorable rating from students, peers and superiors;
• accepts personal accountability for learners' achievement;
and
• uses self-evaluation to recognize and correct weaknesses

NCBTS (National Competency-Based Teacher Standards)

NCBTS (National Competency-Based Teacher Standards)

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