CHED/TEIs

Retirement

Entry to
Teacher
Education

DepEd/CHED/TEI
In-Service
Education and
Professional
Development

NATIONAL
COMPETENCY
BASED
TEACHER
STANDARDS

DepEd
Teacher
Induction

CHED-TEI/DepEd-Schools

Pre-service
Teacher
Education
BEEd/BSed/
PGCEd

PRC
DepEd* and CSC

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

Teacher
Licensure

The 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.

Why do we need the NCBTS?

The NCBTS provides a single framework

that shall define teaching in all aspects of a
teachers professional life and in all phases of
of teacher development.

The use of a single framework should

minimize confusion about what effective
teaching is.


The single framework should also
provide a better guide for all teacher
development programs and projects from the
school-level up to the national level.


Anyone who is interested in improving
teaching practices should refer to the NCBTS.
PRC
Organizations and Agencies.

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 and professional
development goals.
As a common language for discussing
teaching practices with other teachers.

 But what is new about the NCBTS is that

these ideas have been integrated into a
singular integrated framework.
There are actually new ideas that the
NCBTS is emphasizing. For example, the idea
of competency-based standards is a
relatively new idea in teacher development in
the Philippines..

Means that the standards or criteria for

characterizing good teaching are defined in
terms of the teachers credential, LET scores,
grades in graduate school, degrees,
personality traits, and so on, we look at what
the teacher can do competently.

(a) Educational theories and empirical

research
on
characteristics
learning
environment and teaching practices that lead
to effective student learning.
(b) Documented successful practices and
programs of schools, divisions, regions, and
educational reforms projects in different parts
of the country.

 A technical working group was set up to

study what types of classroom learning
experiences were defined.
These practices were then organized and
presented in a series of national, zonal, and
sectoral consultations for validation and
finalization
The bulk of participants were teachers,
master
teachers,principals,superintendents,,TEIs,
CHED,PRC,CSC, BEAM,NGO'

 NCBTS does not adhere to a single

educational theory. Indeed, it is a balanced
framework that adopts assumptions of
different educational theories.
The NCBTS articulates a view of ideal
teaching that is closely linked to new
paradigms about effective learning.

 NCBTS defines a new paradigm of teaching

where the teacher is viewed as a knowledge
professional who is responsible for facilitating
learning in variety of learners and learning
environments.

Traditional View
Teaching is a technical
process, and the good
qualities
of
this
technical process are
well defined.
.
Teaching knowledge is
technical
knowledge
applicable
to
all
learners and contexts.
. Asdf
.

NCBTS View
Teaching is facilitating
learning
and
the
qualities
of
good
teaching are defined in
terms
of
whether
students learn or not.
Teacher knowledge is
essentially complex and
problematic;
applicability
varies
across learners and
contexts.

Teaching
involves Teaching
involves
consistent application reflective and flexible
of technical knowledge. application of technical
knowledge in ways that
best
bring
about
student
Effective application of Effective teaching is
teacher knowledge is determined within the
dependent
on limits and opportunities
prerequisite inputs in found in the learning
teaching environment. environment.

No, teachers have always been expected to help all

their students learn given constraints in the learning
environment. The NCBTS has simply articulated this
expectation so that it is clear to all concerned.

 The NCBTS takes a developmental

perspective about teaching standards. The
framework provides concrete guideposts to
help teachers become better and better.

 Individual teachers have various types and

levels of motivation to improve their teaching
in ways that better enhance student learning.
Individual teachers have different capabilities
to constantly improve their teaching for better
student learning.

 Individual teachers have diverse ranges of

opportunities to pursue their motivations and
raise their capabilities to teach better, in
whatever situations they are.
The process of improving
individual process, but this
enhanced when the efforts
and synergistic among
teachers.

the teacher is an
is sustained and
are collaborative
communities of

 Individual teachers may develop improved

teaching practice for enhanced student
learning, but the full impact on student
learning is best achieved by integrated and
cumulative improve improved efforts of many
teachers.
The qualities of good teaching for enhanced
student learning are found in individual
teachers, but such qualities are strengthened
and valued more when it is supported by
communities of teachers and educators.

The
competency-based
teacher
standards are organized hierarchically. The
basic level categories of the are seven
domains. A domain is a defined as a distinctive
sphere if the teaching learning processes, and
is also a well-defined arena for demonstrating
positive teacher practices. Each domain is
defined in terms of a principle of ideal teaching
associated with enhanced student learning.

DOMAIN 1:
SOCIAL REGARDING FOR LEARNING
DOMAIN 2: LEARNING ENVIRONMENT
DOMAIN 3: DIVERSITY OF TEACHERS
DOMAIN 4: CURRICULUM
DOMAIN 5: PLANNING, ASSESSING AND REPORTING
DOMAIN 6: COMMUNITY LINKAGES
DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Domain
Domain 1
1
Social
Social Regard
Regard for
for Learning
Learning
Acts
Acts as
as a
a positive
positive role
role model
model for
for students
students
Domain 2

Domain 7
Personal Growth and
Professional Development
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

Domain 6
Community Linkages
Establishes learning environments
that respond to the aspirations of
the community

Statement
of
Principle
Teachers in all
Philippine schools are
committed and accountable
for providing classroom
instruction with results that
are manifested in high
performance levels in terms
of student learning outcomes.
Teachers are dedicated to the
well-being of the students and
communities they serve,
taking into account their
cultural diversity, group
aspirations and what
is valued in
education.

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
Domain 5
Planning Assessing and Reporting

Curriculum
Demonstrates mastery of the subject

Communicates promptly and clearly to learners, parents,

and superiors about the progress of learners

Communicates clear learning goals for the lessons that

are appropriate for learners

Develops and uses a variety of appropriates assessment

strategies to monitor and evaluate learning

Makes good use of allotted instructional time

Monitors regularly and provides feedback on learners

understanding of content

Selects teaching methods, learning activities, and

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

CMO NO. 30, SERIES 2004

Article IV
COMPENTENCY STANDARDS
Graduates of the BEEd and BSEd
programs are teachers who:
have the basic ad higher level literacy,
communication, numeracy, critical thinking,
learning skills needed for higher learning;
have a deep and principled understanding of
the learning of the learning processes and the
role of the teacher in facilitating these
processes in their students;

 have a deep and principled understanding of

how educational processes relate to larger
historical, social, cultural, and political
processes;
have a meaningful and comprehensive
knowledge of the subject matter they will
teach;
can apply a wide range of teaching process
skills (including curriculum development,
lesson planning, materials development,
educational assessment, and teaching
approaches);
have direct experience in the
field/classroom (e.g., classroom observations,

 can demonstrate and practice the

professional and ethical requirements of the
teaching profession;
can facilitate learning of diverse types of
learners, in diverse types of learning
environments, using a wide range of teaching
knowledge and skills.
can reflect on the relationships among
teaching process skills, the learning processing
in
the students,
the nature of the
content/subject matter, and the broader social
forces
encumbering
the
school
and
educational processes in order to constantly
improve their teaching knowledge, skills, and

 can be creative and innovative in thinking of

alternative teaching approaches, and evaluate
the effectiveness of such approaches in
improving students learning; and
are willing and capable to continue learning
in order to better fulfill their mission as
teachers.

Bachelor of
Elementary Education
(BEEd)
Bachelor of
Secondary Education
(BSEd)

Theory and
Concepts
Courses

Special Topics
Courses

Methods and
Strategies
Courses

I wish I could persuade every teacher to

be proud of his occupation not conceited or
pompous, but proud. People who introduce
themselves with the shame remark that they
are, Just Teachers, gives me despair in my
heart. Did you ever hear a lawyer say
depreciatingly that he was only a patent
attorney? Did you ever hear a physician say I
am just a brain surgeon? I beg of you to stop
apologizing for being a member of the most
important profession in the world. Draw
yourself upto full height, look at anybody
squarely in the eye and say, I am a Teacher.