NATIONAL COMPETENCY BASED TEACHER STANDARDS

NCBTSA PROFESSIONAL DEVELOPMENT GUIDE FOR

TEACHERS

New Era UniversityJune 23, 2010

COMPETENCY-BASED PERFORMANCE

APPRAISAL SYSTEM FOR TEACHERS

CB-PAST

NCBTS Why do we

need to know NCBTS ?

KRT 1Schools

KRT 2Teachers

KRT 3

Social Support For Learning

KRT 4Complementary

Interventions

KRT 5DepEd’s

Institutional Culture Change

BESRABasic Education Sector Reform

Agenda

Teachers are responsible for their continuous personal and professional growth…

Through

ncbts

KRT 2

NCBTSNational

Competency Based

Teacher Standards

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

This will standardize the definition of what effective teaching is.

Why adopt CBTS?Teachers can use CBTS

as1. guide to reflect on their current

teaching practices2. framework for creating new

teaching practices3. guidepost for planning for

professional development goals4. common language for

discussing teaching practices with other teachers

SELF-ASSESSMENT TOOLSELF-ASSESSMENT TOOL

Anyone interested in improving teaching practices

TEIs shall use it to design and implement effective pre-service teacher education curricula

PRC shall refer to it to design the LET

Award-giving bodies shall refer to it to define their criteria for outstanding teachers

Organizations and agencies that provide In- Service Education for Teachers (INSET) shall refer to it to develop the intervention they desire

Most of all, Individual teachers in all public elementary and high schools shall use it for their professional development activities

DepED shall use the NCBTS to formulate its hiring, promotion, supervision and other policies related to the teaching profession.

The NCBTS shall also be used in designing its INSET programs for teachers

The NCBTS is used as set of guidelines by the Field Study and Pre-Service Cooperating Teacher.

What do you need to know about FSC?

• FSC are anchored on the NCBTS and the Competency Standards of CMO 30, s.2004.

• FSC are practical learning experiences which are aligned to the professional courses.

What do you need to know about FSC?

• FSC provide students with rich practical learning experiences which are drawn out from the actual learning environment.

• FSC enable students to observe, verify and reflect on the various events which relate to the concepts, methods and strategies previously learned.

What do you need to know about FSC?

• FSC provide opportunities to capture other experiences which can be further verified, confirmed and reflected on in relation to their becoming a teacher.

Successful Experiential Learning can only be delivered by a resource/cooperating teacher who has the knowledge of what experiential

learning is …anchored on the NCBTS and CS of CMO 30, s.2004

ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS

FIELD STUDY See to it that the FSS’s role is

limited to the requirements and activities of the particular FSC

Accommodate FSSs in their actual classroom teaching and are not duty bound to mentor/coach

Certifies the attendance of the FSSs

REFERENCE:

GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS

ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS

PRACTICE TEACHING Observe mentor-mentee relationship Assist the ST in honing their skills

Observe, coach/mentor and evaluate the performance of the ST

Keep a record of observations and post conferences made with the ST

Model effective teaching and management techniques

REFERENCE:

GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS

ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS

PRACTICE TEACHING Provide the ST the opportunity to teach

independently and collaboratively Allow the ST to participate in co-

curricular and school/community activities

Complete a set of summative evaluation reports for each student teacher

Recommend PASS or FAIL standing for the ST for the practicum

REFERENCE:

GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS

Entry toTeacher

Education

DepED* / Civil Service

CHED/TEIs/Schools

TeacherLicensure

PRC

Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System

DepED/CHED/TEIs

InductionTraining

DepED

In-Service Training and Professional

Development

DepEDRetirementPreparation

Pre-ServiceTraining

(BEEd/BSEd/PGCEd)National

Competency-Based Teacher Standards

The Teacher Education and Development Map

*Includes public and private schools

Entry toTeacher

Education

DepED* / Civil Service

CHED/TEIs/Schools

TeacherLicensure

PRC

Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System

DepED/CHED/TEIs

InductionTraining

DepED

In-Service Training and Professional

Development

DepEDRetirementPreparation

Pre-ServiceTraining

(BEEd/BSEd/PGCEd)National

Competency-Based Teacher Standards

The Teacher Education and Development Map

*Includes public and private schools

as a guide to reflect on ones own current teaching practices as a framework for creating new teaching practices as a guidepost for planning for professional development goals as a common language for discussing teaching practices with other teachers as set of guidelines for cooperating teachers to support the FS Students (FSS) and Student Teachers (ST)

HOW SHOULD TEACHERS USE THE

NCBTS?

RECAPThe 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.

It provides a better guide for all teacher development programs and projects from school level up to the national level.Various stakeholders and institutions use the NCBTS in their roles to maintain quality education through effecting teaching and learning.

RECAP

NCBTS 7 DOMAINS SLDCPCT

Domain 7. Teacher Personal Growth & Professional Development TPGPD

Domain 2. Learning Environment LEDomain 3. Diversity of Learners DL

Domain 4. Curriculum C

Domain 5. Planning, Assessment and Reporting PAR

Domain 6. Community Linkages CL

Domain 1. Social Regard for Learning SRL

CBTS organized hierarchically

DOMAINS STRANDS INDICATORS

CBTS organized hierarchically DOMAIN

distinctive sphere of the teaching-learning process

well defined arena for demonstrating positive teacher practices

Defined in terms of principle of ideal teaching associated with enhancing student learning

CBTS organized hierarchicallyDOMAINSSTRANDS

more specific dimensions of positive teacher practices under the broad conceptual domain

CBTS organized hierarchically

DOMAINS STRANDS INDICATORS

concrete, observable, and measurable teacher behaviours, actions, habits, routines, and practices known to create, facilitate, and support enhanced student learning.

DOMAINS, STRANDS, INDICATORS DIMENSIONS

NATURE/QUALITY FREQUENCY, CONSISTENCY, and

APPROPRIATENESS SELF-AWARENESS

DOMAINS, STRANDS, INDICATORS DIMENSIONS NATURE/QUALITY

“How well are the essential qualities or critical features demonstrated/observed in the positive practices?”

FREQUENCY, CONSISTENCY, and APPROPRIATENESS

SELF-AWARENESS

DOMAINS, STRANDS, INDICATORS DIMENSIONS FREQUENCY, CONSISTENCY, and

APPROPRIATENESS“How often is the ideal teaching practice demonstrated?

“Is the demonstration appropriate to the particular teaching-learning process?” “Is the teacher consistent in demonstrating this ideal?

DOMAINS, STRANDS, INDICATORS DIMENSIONS SELF-AWARENESS

“Is the teacher aware or mindful of the premises, rationale, nature, and effects of the demonstrated teacher-learning process?”

SEVEN DOMAINS

Domain 1. Social regard for learning1. Demonstrates value for learning2. Demonstrates that learning is of different kinds and comes from different sourcesDomain 2. Learning Environment

1. Creates an environment that promotes fairness

2. Makes the physical environment safe and conducive to learning

3. Communicates higher learning expectations to each learner

4. Establishes and maintains consistent standards of learners’ behavior

Domain 3. Diversity of Learners

1. Is familiar with learners’ background knowledge and experiences

2. Demonstrates concern for holistic development of learner

Domain 4. Curriculum1. Demonstrates mastery of the subject2. Communicates clear learning goals for

the lessons that are appropriate for learners

3. Make good use of allotted instructional time

4. Selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to objectives of the lesson

Domain 5. Planning, Assessment & Reporting

1. Communicates promptly and clearly to learners, parents and superiors about progress of learners

2. Develops and uses a variety of appropriate assessment strategies to monitors and evaluate learning

3. Monitors regularly and provides feedback on learners’ understanding of contents

Domain 6. Community Linkages1. Establishes learning environments

that respond to the aspirations of the community

Domain 7. Teacher Personal Growth and Professional Development

1. Takes pride in the nobility of teaching as a profession.

2. Builds professional links with colleagues to enrich teaching practice.

3. Reflects on the extent of the attainment of learning goals.

Domain 1. Social regard for learning

1.Demonstrates value for learning2.Demonstrates that learning is of

different kinds and comes from different sources

Domain 2. Learning Environment1. Creates an environment that promotes

fairness2. Makes the physical environment safe

and conducive to learning3. Communicates higher learning

expectations to each learner4. Establishes and maintains consistent

standards of learners’ behavior

Domain 3. Diversity of Learners1.Is familiar with learners’

background knowledge and experiences

2.Demonstrates concern for holistic development of learner

Domain 4. Curriculum1. Demonstrates mastery of the subject2. Communicates clear learning goals for the

lessons that are appropriate for learners3. Make good use of allotted instructional

time4. Selects teaching methods, learning

activities and instructional materials or resources appropriate to learners and aligned to objectives of the lesson

Domain 5. Planning, Assessment & Reporting1.Communicates promptly and clearly to learners,

parents and superiors about progress of learners2.Develops and uses a variety of appropriate

assessment strategies to monitors and evaluate learning

3.Monitors regularly and provides feedback on learners’ understanding of contents

Domain 6. Community Linkages1.Establishes learning environments that

respond to the aspirations of the community

Domain 7. Teacher Personal Growth and Professional Development1.Takes pride in the nobility of teaching as a

profession.2.Builds professional links with colleagues to

enrich teaching practice.3.Reflects on the extent of the attainment of

learning goals.

NCBTS 7 DOMAINS SLDCPCT

Domain 7. Teacher Personal Growth & Professional Development TPGPD

Domain 2. Learning Environment LEDomain 3. Diversity of Learners DL

Domain 4. Curriculum C

Domain 5. Planning, Assessment and Reporting PAR

Domain 6. Community Linkages CL

Domain 1. Social Regard for Learning SRL

Domains Strands Indicators KSA

Domain 1-Social Regard for Learning

2 5 18

Domain 2- Learning Environment 5 17 59

Domain 3- Diversity of Learners 1 8 27

Domain 4- Curriculum 7 22 78

Domain 5- Planning, Assessing and Reporting

4 12 40

Domain 6- Community Linkages 1 6 18

Domain 7- Personal Growth and Professional Development

3 10 30

Total – 7 23 80 270

Summary of the Distribution of the Domains,

Strands, Indicators and the KSAs of the TSNA.

Code for Competency Level: L- Low F- Fair S- Satisfactory H- High

Strand 1.1 Teacher’s actions demonstrate value for learning

Indicator 1.1.1. Implements school policies and procedures

At what level do I… L F S H

1 know school policies and procedures?

2 Understand school operations?

3 implement school policies and procedures?

4 inform students, parents, and other concerned persons regarding school policies and procedures?

5 abide by school policies and procedures?

NAME: _________________________________ DATE: ___________

NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING

Please do not leave any item unanswered.

C - competency

Teacher Performance AppraisalRubric

Rating Level of Achievement

Criteria

Basic

Proficient

Advanced

Exemplary

2

3

1

4

5

Not demonstrated

Evidence of basic knowledge and skills in performing the task but requires assistance

Demonstrates adequate knowledge of the standard and consistent practice is a normal part of teaching practiceDemonstrates substantial knowledge and understanding of the standard/ performance and regularly applies it in teaching practiceComprehensive knowledge and understanding of the standard/performance criteria and skillfully integrates it into practice

Knowledge and skills of the performance criteria is not observed

APPRAISAL RATING SCALE

MATCHING FSC and NCBTS

FIELD STUDY COURSES NCBTS DOMAINS

FS 1 – Learners Development and Environment

• Learning Environment• Curriculum• Diversity of Learners • Community Linkages• Personal Growth and Prof’l Dev’t

FS2 – Experiencing the Teaching-Learning Process

• Learning Environment• Curriculum• Diversity of Learners • Planning, Assessing & Reporting• Social Regard for Learning

FS 3 – Technology in the Learning Environment

• Curriculum

MATCHING FSC and NCBTS

FS 4 – Understanding Curriculum Development

• Learning Environment• Curriculum• Diversity of Learners • Community Linkages• Personal Growth and Prof’l Dev’t• Planning, Assessing & Reporting• Social Regard for Learning

FS 5 – Learning Assessment Strategies

• Learning Environment• Curriculum•Personal Growth and Prof’l Dev’t• Planning, Assessing & Reporting

FS 6 – On Becoming a Teacher

• Learning Environment• Diversity of Learners • Community Linkages• Personal Growth and Prof’l Dev’t• Planning, Assessing & Reporting• Social Regard for Learning