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VALIDATION & INTEGRATION/CONSOLIDATION OF THE NCBTS-BASED TOS FOR LET

Legenda International Hotel, Olongapo City


February 9-11, 2009
NCBTS DOMAINS CHEd Memo 30 COMPETENCIES Percentage Weight
Professional Education
Courses
Domain 1 – Social Regard The Teaching Profession Determine ways and means to ensure the 20%
for high standards of personal and
Learning Social Dimension of professional development.
1.1 Teacher’s actions Education (The Global Teacher;
demonstrates value for Teaching Competencies)
learning. Field Study 1
Learners’ Development and Determine the roles of the teachers as
1.2 Teacher Environment active members of the community and as
demonstrates that global citizens responsible for the
learning is of different Field Study 2 outcomes of their actions and for
kinds and comes from Experiencing the Teaching- developing other citizens.
different sources. Learning Process (Intercultural communication;
Gender and development;
Domain 6 – Community Field Study 3 Globalization and education)
Linkages Technology in the Learning
6.1 Teacher establishes Environment Analyze historical, economic, socio-
learning an environment cultural, geographical, environmental,
that responds to the Field Study 4 political and social-psychological factors
aspirations of the Understanding Curriculum that affect the role of the school as an
community. Development agent of change.
(School as an agent of change)
Domain 7 – Personal and Field Study 5
Professional Learning Assessment Interpret educational problems in the
Growth Strategies light of philosophical and legal
foundations of education.
7.1 Teacher takes pride Field Study 6 (The Teacher as a Person in the Society;
in the nobility of teaching On Becoming a Teacher The Professionalization of Teaching)
as a profession.
Practice Teaching Apply the four pillars of learning in
7.2 Teacher builds responding to the aspirations of the
professional links with community: learning to know; learning to
colleagues to enrich do; learning to live together; learning to
teaching practice. be.
(Four Pillars of Learning)
7.3 Teacher reflects on
the extent of the
attainment of
professional development
goals. Apply ethical principles and situations
involving teacher’s relationship with
various groups of people.
(Guide for Professional Teachers)

Reflect on professional teacher’s


accountability to learners’ performance
and achievement and to the teacher’s
total involvement in the teaching
profession.
(The Teacher as a Person in Society)
Domain 2 – Learning Principles of Teaching 1 and Select activities, teaching methods, 35 %
Environment 2 instructional materials and technology,
2.1 Maintains a learning classroom management techniques
environment of courtesy Curriculum Development appropriate for chosen subject-area.
and respect for different (Determining Appropriate Instructional
learners (e.g. ability, Educational Technology 1 Approaches and Methods, Learning Activities,
culture, gender) and 2 Instructional Materials and Tools)

2.2 Teacher makes the Developmental Reading 1/2 Apply appropriate approaches to lesson
classroom environment planning and curriculum development.
safe and conducive to Field Study 2 (Lesson Planning)
learning. Experiencing the Teaching-
Learning Process Choose appropriate principles in the
2.3 Teacher preparation and utilization of the
communicates higher Field Study 3 conventional and non-conventional
learning expectations to Technology in the Learning technology tools as well as traditional and
each learner. Environment alternative teaching strategies.
(Other Modern Methods of Teaching;
2.4 Teacher establishes Field Study 4 Integrated Teaching; Guidelines on the
and maintains consistent Understanding Curriculum Selection and Effective Utilization of
standards of learner’s Development educational technology tools and resources)
behavior. Align curriculum components to
Practice Teaching instruction and assessment.
2.5 Teacher creates a (Linking curriculum, instruction and
healthy psychological assessment)
climate for learning.
Distinguish the roles of stakeholders
Domain 4 – Curriculum (students; teachers; employers; parents;
4.1 Teacher and community) In the delivery of the
demonstrates mastery of curriculum
the subject. (Delivering the Curriculum)

4.2 Teacher
communicates clear Use activities that enhance critical,
learning goals for the creative and metacognitive reading skills.
lessons that are (Honing of critical, creative and metacognitive
appropriate for learners. reading skills)

4.3 Teacher makes good Analyze extrinsic and intrinsic factors that
use of allotted affect reading performance.
instructional time. (Extrinsic and intrinsic factors that affect
reading performance)
4.4 Teacher selects
teaching methods,
learning activities and
instructional materials or
resources appropriate to
the learners and aligned
objectives of the lesson.

4.5 Teacher recognizes


general learning
processes as well as
unique processes of
individual learners.

4.7 Teacher
demonstrates skills in the
use of information and
communication
technology in teaching
and learning
Domain 1 – Social Regard Child and Adolescent Analyze the cognitive, metacognitive, 20%
for Learning Development motivational socio-cultural factors that
1.2 Teacher affect learning.
demonstrates that Facilitating Learning (Cognitive, metacognitive, motivational, socio-
learning is of different cultural factors that affect learning)
kinds and comes from Field Study 1- Observation of
different sources. the Learner and the Interpret theories and research findings
Learning Environment related to child and adolescent
Domain 2 –Learning development along the biological,
Environment Field Study 2 – The linguistic, cognitive, social and
2.1 Maintains a learning Teaching-Learning Process psychological dimensions.
environment of courtesy (Biological, linguistic, cognitive, social and
and respect for different Practice Teaching psychological dimensions of development of
learners (e.g. ability, children and adolescents)
culture, gender)
Organize the learning environment that
2.2 Teacher makes the promotes fairness regardless of culture,
classroom environment family background, and gender,
safe and conducive to responsive to learners’ needs and
learning. difficulties.
(Individual differences in Learning;
2.3 Teacher Theories of styles)
communicates higher
learning expectations to
each learner.

2.4 Teacher establishes


and maintains consistent
standards of learner’s
behavior.

2.5 Teacher creates a


healthy psychological
climate for learning.

Domain 3 – Diversity of
Learners
3.1 Teacher determines,
understands and accepts
the learners’ diverse
knowledge and
experience.

Domain 5 – Planning, Assessment of Learning 1 Apply principles in constructing and 25%


Assessing, and Reporting and 2 interpreting traditional and
5.2 Teacher develops alternative/authentic forms of high
and uses a variety of Field Study 5 quality assessment.
appropriate assessment Learning Assessment (Roles of Assessment;
strategies to monitor and Strategies Principles of High Quality Assessment;
evaluate learning. Process and Product Oriented Performance-
Practice Teaching Based Assessment; Portfolio assessment;
5.3 Teachers regularly Development of classroom assessment tools;
monitors and provides Test Standardization)
feedback on learners’
understanding of content.

5.4 Teacher Utilize processed data and results in


communicates promptly reporting and interpreting learners’
and clearly to learners, performance to improve teaching and
parents and superiors the learning.
learner’s progress. (Utilization of assessment data;
Utilization and reporting of test results;
Planning and Implementing Parent-Teacher
Conference)

Demonstrate skills in the use of


techniques and tools in assessing
affective learning.
(Affective assessment – competencies,
techniques and tools)

*Equivalencies for the mandated professional education courses (RA 7836 and RA 9293) are found in Annex A.

Prepared by:

DR. JUNE P. SALANA – Capitol University, Cagayan de Oro City


PROF. RODELIZA A. JAMIH – Notre Dame University, Cotabato City
DR. ANDRES JULIO V. SANTIAGO, JR. – University of Santo Thomas, Manila
DR. NENIE M. GALEDO – Supervisor for Teacher Education, CHED RO VI, Iloilo City
DR. NENITA V. QUIÑON – University of San Agustin, Iloilo City
DR. MILAGROS L. BORABO – Cento Escolar University, Manila City

Consultant:

ROSITA L. NAVARRO, PhD-Chairman, PACUCOA


ANNEX A

Mandated NCBTS DOMAINS CHEd Memo 30 Professional COMPETENCIES


Professional Education Courses
Education
Courses
Cluster I Domain 1 – Social Regard for The Teaching Profession Determine ways and means to ensure the high
Foundations of Learning standards of personal and professional
Education 1.1 Teacher’s actions Social Dimension of Education development.
demonstrates value for (The Global Teacher;
*Philosophical and learning. Field Study 1 Teaching Competencies)
Legal Foundations Learners’ Development and
*Sociological 1.2 Teacher demonstrates Environment Determine the roles of the teachers as active
Foundations that learning is of different members of the community and as global
kinds and comes from Field Study 2 citizens responsible for the outcomes of their
different sources. Experiencing the Teaching- actions and for developing other citizens.
Learning Process (Intercultural communication;
Domain 6 – Community Gender and development;
Linkages Field Study 3 Globalization and education)
6.1 Teacher establishes Technology in the Learning
learning an environment Environment Analyze historical, economic, socio-cultural,
that responds to the geographical, environmental, political and
aspirations of the Field Study 4 social-psychological factors that affect the role
community. Understanding Curriculum of the school as an agent of change.
Development (School as an agent of change)
Domain 7 – Personal and
Professional Field Study 5 Interpret educational problems in the light of
Growth Learning Assessment Strategies philosophical and legal foundations of
education.
7.1 Teacher takes pride in Field Study 6 (The Teacher as a Person in the Society;
the nobility of teaching as a On Becoming a Teacher The Professionalization of Teaching)
profession.
Practice Teaching Apply the four pillars of learning in responding
7.2 Teacher builds to the aspirations of the community: learning
professional links with to know; learning to do; learning to live
colleagues to enrich together; learning to be.
teaching practice. (Four Pillars of Learning)

7.3 Teacher reflects on the


extent of the attainment of
professional development Apply ethical principles and situations
goals. involving teacher’s relationship with various
groups of people.
(Guide for Professional Teachers)

Reflect on professional teacher’s


accountability to learners’ performance and
achievement and to the teacher’s total
involvement in the teaching profession.
(The Teacher as a Person in Society)
Cluster II Domain 2 – Learning Principles of Teaching 1 and 2 Select activities, teaching methods,
Principles and Environment instructional materials and technology,
Strategies of 2.1 Maintains a learning Curriculum Development classroom management techniques
Teaching environment of courtesy and appropriate for chosen subject-area.
respect for different learners Educational Technology 1 and 2 (Determining Appropriate Instructional Approaches
(e.g. ability, culture, gender) and Methods, Learning Activities, Instructional
Developmental Reading 1/2 Materials and Tools)
2.2 Teacher makes the
classroom environment safe Field Study 2 Apply appropriate approaches to lesson
and conducive to learning. Experiencing the Teaching- planning and curriculum development.
Learning Process (Lesson Planning)
2.3 Teacher communicates
higher learning expectations Field Study 3 Choose appropriate principles in the
to each learner. Technology in the Learning preparation and utilization of the conventional
Environment and non-conventional technology tools as well
2.4 Teacher establishes and as traditional and alternative teaching
maintains consistent Field Study 4 strategies.
standards of learner’s Understanding Curriculum (Other Modern Methods of Teaching;
behavior. Development Integrated Teaching; Guidelines on the Selection and
Effective Utilization of educational technology tools
2.5 Teacher creates a Practice Teaching and resources)
healthy psychological Align curriculum components to instruction
climate for learning. and assessment.
(Linking curriculum, instruction and assessment)
Domain 4 – Curriculum
4.1 Teacher demonstrates Distinguish the roles of stakeholders
mastery of the subject. (students; teachers; employers; parents; and
community) In the delivery of the curriculum
4.2 Teacher communicates (Delivering the Curriculum)
clear learning goals for the
lessons that are appropriate
for learners. Use activities that enhance critical, creative
and metacognitive reading skills.
4.3 Teacher makes good (Honing of critical, creative and metacognitive
use of allotted instructional reading skills)
time.
Analyze extrinsic and intrinsic factors that
4.4 Teacher selects affect reading performance.
teaching methods, learning (Extrinsic and intrinsic factors that affect reading
activities and instructional performance)
materials or resources
appropriate to the learners
and aligned objectives of the
lesson.

4.5 Teacher recognizes


general learning processes
as well as unique processes
of individual learners.

4.7 Teacher demonstrates


skills in the use of
information and
communication technology
in teaching and learning
CLUSTER 3 Domain 1 – Social Regard for Child and Adolescent Analyze the cognitive, metacognitive,
Human Growth, Learning Development motivational socio-cultural factors that affect
Learning and 1.2 Teacher demonstrates learning.
Development that learning is of different Facilitating Learning (Cognitive, metacognitive, motivational, socio-
kinds and comes from cultural factors that affect learning)
different sources. Field Study 1- Observation of
the Learner and the Learning Interpret theories and research findings
Domain 2 –Learning Environment related to child and adolescent development
Environment along the biological, linguistic, cognitive,
2.1 Maintains a learning Field Study 2 – The Teaching- social and psychological dimensions.
environment of courtesy and Learning Process (Biological, linguistic, cognitive, social and
respect for different learners psychological dimensions of development of children
(e.g. ability, culture, gender) Practice Teaching and adolescents)

2.2 Teacher makes the Organize the learning environment that


classroom environment safe promotes fairness regardless of culture, family
and conducive to learning. background, and gender, responsive to
learners’ needs and difficulties.
2.3 Teacher communicates (Individual differences in Learning;
higher learning expectations Theories of styles)
to each learner.

2.4 Teacher establishes and


maintains consistent
standards of learner’s
behavior.

2.5 Teacher creates a


healthy psychological
climate for learning.

Domain 3 – Diversity of
Learners
3.1 Teacher determines,
understands and accepts the
learners’ diverse knowledge
and experience.

CLUSTER 4 Domain 5 – Planning, Assessment of Learning 1 and 2 Apply principles in constructing and
Measurement and Assessing, and Reporting interpreting traditional and
Evaluation 5.2 Teacher develops and Field Study 5 alternative/authentic forms of high quality
uses a variety of appropriate Learning Assessment Strategies assessment.
assessment strategies to (Roles of Assessment;
monitor and evaluate Practice Teaching Principles of High Quality Assessment;
learning. Process and Product Oriented Performance-Based
Assessment; Portfolio assessment;
5.3 Teachers regularly Development of classroom assessment tools;
monitors and provides Test Standardization)
feedback on learners’
understanding of content.

5.4 Teacher communicates Utilize processed data and results in reporting


promptly and clearly to and interpreting learners’ performance to
learners, parents and improve teaching and learning.
superiors the learner’s (Utilization of assessment data;
progress. Utilization and reporting of test results;
Planning and Implementing Parent-Teacher
Conference)

Demonstrate skills in the use of techniques


and tools in assessing affective learning.
(Affective assessment – competencies, techniques
and tools)

SUGGESTIONS FOR CHED MEMO 30

Teaching Profession may be changed to Foundations of Teaching Profession in order to clearly cover the very foundations