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12. 12. Strand 1.1: Acts as a positive role model for students Key Question for the Teacher: Can
my students appreciate and model the value of learning through my interactions with them?
Specific Questions for the Teacher: 1. Can my students see and appreciate the value of
pursuing learning by looking at my various actions and statements in the classroom? 2.
Can my students see and appreciate the value of exerting effort to learning by looking at my
various actions and statements in the classroom? 3. Do I demonstrate and exemplify the
values of learning and efforts in the various actions and statements I make in front of my
students?
13. 13. Performance Indicator 1. Implements school policies and procedures 2. demonstrate
punctuality 3. Maintains appropriate appearance 4. Is careful about the effect of ones
behavior on students 5. Shows respect for other persons and their ideas
14. 14. Domain 2: Learning Environment The domain of Learning Environment 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 the different learning
activities and work towards attaining high standards of learning.
15. 15. Strand 2.1: Creates an environment that promotes fairness Key Question for the
Teacher: Do I create a social environment in my class where my students feel that they are
treated fairly? Specific Questions for the Teacher: 1.Do all my students feel respected in
my class, regardless of their gender, ability, religion, socio-economic background, ethnicity,
and other physical and social characteristics? 2. Do I make all my students feel that thei r
individual strengths and resources are recognized and appreciated in class?
16. 16. 3. Do all my students feel like they have as good a chance to learn and to achieve in my
class as their other classmates? 4. Do I create a social climate and organization in the
classroom where all my students can effectively engage the learning activities, regardless of
their diverse capacities and resources as individual learners? Performance indicator 1.
Maintains a learning environment of courtesy and respect for different learners. 2. Provides
gender-fair opportunities for learning 3. Recognizes that every learner has strengths
17. 17. Strand 2.2: Makes the physical environment safe and conducive to learning Key
Question for the Teacher: Do I create a physical environment in my class where my
students feel that they are safe and able to learn? Specific Questions for the Teacher: 1. Is
the physical environment in my classroom safe under the general conditions of our school?
2. Is the physical environment in my classroom conducive to learning under the general
conditions of our school? 3. Are there ways of improving the physical en vironment in my
classroom that are within my means as a teacher?
18. 18. Performance Indicator 1. Arranges challenging activities given the physical environment
19. 19. Strand 2.3: Communicates higher learning expectations to each learner Key Question for
the Teacher: Do I create a classroom atmosphere that encourages students to attain high
levels of learning and achievement? Specific Questions for the Teacher: 1. Do my students
feel and understand that I want them all to attain high levels of learning? 2.Do I encourage
the students in my class to pursue their own learning goals and aspirations? 3. Do I provide
diverse opportunities for the different students in my class to nurture their desire and
aspirations for high levels of learning?
20. 20. Performance Indicator: 1. Uses individual and cooperative learning activities to improve
capacities of learners for higher learning 2. Encourages learners to ask questions 3.
Provides learners with a variety of learning experiences 4. Provides varied enrichment
activities to nurture the desire for further learning 5. Communicates and maintains high
standards of learning performance
21. 21. Strand 2.4: Establishes and maintains consistent standards of learners behavior Key
Question for the Teacher: Do I create a consistent and orderly social climate and
organization in the classroom for my students? Specific Questions for the Teacher: 1.Do I
respond to learning and behavior problems quickly, appropriately, respectfully, and
consistently? 2. Do I provide all my students with timely, appropriate, and consistent
32. 32. Performance Indicator 1. Delivers accurate and updated content knowledge using
appropriate methodologies, approaches and strategies 2. Integrates language, literacy and
quantitative skill development and values in his/her subject area 3. Explain learning goals,
instructional procedures and content clearly and accurately to students 4. Links the current
content with past and future lessons
33. 33. 5. Aligns with lesson objectives the teaching methods, learning activities and instructional
materials or resources appropriate to learners 6. Creates situations that encourage learners
to use high order thinking skills 7. Engages and sustains learners interest in the subject by
making content meaningful and relevant to them. 8. Integrates relevant scholarly works and
ideas to enrich the lesson as needed. 9. Integrates content of subject area with other
discipline.
34. 34. Strand 4.2: Communicates clear learning goals for the lessons that are appropriat e for
learners Key Question for the Teacher: Can my students see and appreciate the value of
the curricular goals and objectives I have set for the different lessons in my class? Specific
Questions for the Teacher: 1. Am I clear about what my learning g oals are for my different
students? 2. Do my students understand the learning goals that I have set for them? 3.
Do the students adopt the learning goals I have set for the lesson as their own goals in my
class?
35. 35. Performance Indicator 1. Sets appropriate learning goals. 2. Understands the learning
goals.
36. 36. Strand 4.3: Makes good use of allotted instructional time Key Question for the Teacher:
Am I able to help my students attain all the curricular goals within the time provided in the
school calendar? Specific Questions for the Teacher: 1. Do I design lessons that would
allow various learning objectives to be addressed in an efficient and meaningful fashion? 2.
Do I establish routines and procedures to allow my students to engage the different learning
activities efficiently? 3. Do I plan lessons in ways that consider the amount of time students
need to effectively attain the learning goals of the lessons?
37. 37. Performance Indicator 1 .Establishes routines and procedures to maximize instructional
time. 2. Plans lessons to fit within available instructional time.
38. 38. Strand 4.4: Selects teaching methods, learning activities and instructional materials or
resources appropriate to learners and aligned to the objectives of the lesson Key Question
for the Teacher: Do I use teaching-learning activities and learning resources efficiently to
challenge my students to meet high levels of mastery and understanding of curricular
objectives? Specific Questions for the Teacher: 1. Do I plan for and implement a variety of
appropriate teaching-learning activities to help my diverse students attain the curricular
goals?
39. 39. 2. Do I plan for and use varied instructional materials and learning resources to help my
diverse students attain the objectives of the lessons? 3. Am I able to align the activities and
available learning resources with my students learning styles, goals, and other differences?
40. 40. Performance Indicator 1. Translate learning competencies to instructional objectives. 2.
Selects, prepares and utilizes instructional materials appropriate to the learners and to the
learning goals. 3. Provides activities and uses materials which fits the learners learning
styles, goals and culture. 4. Uses a variety of teaching approaches and techniques
appropriate to the subject matter and the learners. 5. Utilizes information derived from
assessment to improve teaching and learning. 6. Provides activities and uses materials
which involves the students to meaningful learning.
41. 41. Strand 4.5. Teacher recognizes general learning processes as well as unique processes
of individual learners Performance Indicators: 1. Design and utilizes teaching methods tha t
take into account the learning process.
42. 42. Strand 4.6. Teacher promotes purposive study Performance Indicator: 1. Cultivates good
study habits through appropriate activities and projects
43. 43. Strand 4.7. Teacher demonstrates skills in the use of information and communication
technology in teaching and learning. Performance Indicator: 1. Utilizes Information and
Communication Technology to enhance teaching and learning.
44. 44. Domain 5: Planning, Assessing and Reporting The domain of Planning, Assessing and
Reporting refers to the aligned use of assessment and planning activities To ensure that the
teaching-learning activities are maximally appropriate to the students current kn owledge and
learning levels. In particular, the domain 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.
45. 45. Strand 5.1: Communicates promptly and clearly to learners, parents, and superiors about
the progress of learners. Key Question for the Teacher: Do I provide my stakeholders
(learners, parents and superiors) timely and accurate information about my students
learning progress? Specific Questions for the Teacher: 1. Do my students know about their
own progress and attainment of the learning goals in my class? 2. Do the parents of my
students get regular and accurate feedback on their childrens progress in my class?
46. 46. 3. Do my superiors in school know about the general progress of the students in my
class in relation to the curriculum goals? Performance Indicators: 1. Shows proof of
instructional planning. 2. Implements instruction as plan 3. Demonstrate ability to cope with
varied teaching milieu
47. 47. Strand 5.2: Develops and uses a variety of appropriate assessment strategies to monitor
and evaluate learning. Key Question for the Teacher: Do I assess my students learning and
knowledge using appropriate educational assessment procedures, and use the i nformation
from these assessment procedures in planning my teaching-learning activities for the
students? Specific Questions for the Teacher: 1. Do I use effective and appropriate
educational assessment procedures to determine whether my students are learning during
the different parts of the teaching-learning activities?
48. 48. 2. Do I use a variety of educational assessment procedures to determine whether my
students are learning? 3. Do I use the results of the various educational assessment
procedures to guide how I plan, implement, and revise the teaching-learning activities I
prepare for my students?
49. 49. Performance Indicator 1. Prepares formative and summative e test in line with the
curriculum. 2. Employs non-traditional assessment techniques. 3. Interprets and uses
assessment results to improve teaching and learning. 4. Identifies teaching -learning
difficulties and possible causes and takes appropriate action to address them. 5. Uses tools
for assessing authentic learning.
50. 50. Strand 5.3: Monitors regularly and provides feedback on learners understanding of
content Key Question for the Teacher: Do I provide regular feedback to each student about
their level of learning? Specific Questions for the Teacher: 1. Do I have regular assessment
procedures to track each students level of learning? 2. Do I keep accurate records of each
students progress and level of learning? 3. Do I provide appropriate and timely feedback
for students to help them monitor their own learning?
51. 51. Performance Indicators 1. Provides timely and accurate feedback to learners to
encourage them to reflect on and monitor their own learning growth. 2. Keeps accurate
records of grades/performance levels of learners. 3. Conducts regular meetings with l earners
and parents to report learners progress. 4. Involves parents to participate in school activities
that promotes learning.
52. 52. Domain 6: Community Linkages The domain of 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. Thus the domain focuses on teachers efforts
directed at strengthening the links between school and community activities, particularly as
these links help in the attainment of the curricular objectives.
53. 53. Strand 6.1: Establishes learning environments that respond to the aspirations of the
community Key Question for the Teacher: Are the goals and characteristics of the teaching -
The NCBTS is a 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 goals in the curriculum.
The competency-based teacher standards are organized hierarchically. The basic level categories of the
standards are seven domains. Under each domain are strands and at the lowest level of the hierarchical
organization, under the strands are specific indicators.
Domain 1
Social Regard for Learning
Acts as a positive role model for students
Domain 2
The Learning Environment
Creates an environment that promotes fairness
Makes the physical environment safe and conducive to learning
Communicates higher learning expectations to each learner
Establishes and maintains consistent standards of learners behavior
Domain 3
Diversity of Learners
Is familiar with learners background knowledge and experiences
Demonstrates concern for holistic development of learners
Domain 4
Curriculum
Demonstrates mastery of the subject
Communicates clear learning goals for the lessons that are appropriate for learners
Makes good use of allotted instructional time
Selects teaching methods, learning activities, and instructional materials or resources appropriate to learners and
aligned to the objectives of the lesson
Domain 5
Planning, Assessing and Reporting
Communicates promptly and clearly to learners, parents, and superiors about progress of learners
Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning
Domain 6
Community Linkages
Establishes learning environments that respond to the aspirations of the community.
Domain 7
Personal Growth and Professional Deve lopment
Takes pride in the nobility of teaching as a profession
Builds professional links with colleagues to enrich teaching practice
Reflects on the extent of the attainment of learning goals