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Southern Luzon State University College of Teachers Education

The document discusses the National Competency-Based Teacher Standards (NCBTS) established by the Department of Education in the Philippines. The NCBTS defines the competencies and behaviors that teachers should demonstrate in 7 domains: social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The standards aim to provide a framework for effective teaching across all aspects of a teacher's career and development. Some key teacher competencies include acting as a positive role model, creating a safe learning environment, demonstrating mastery of subjects, using appropriate teaching methods, and establishing professional development goals.

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Ezekylah Alba
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282 views7 pages

Southern Luzon State University College of Teachers Education

The document discusses the National Competency-Based Teacher Standards (NCBTS) established by the Department of Education in the Philippines. The NCBTS defines the competencies and behaviors that teachers should demonstrate in 7 domains: social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The standards aim to provide a framework for effective teaching across all aspects of a teacher's career and development. Some key teacher competencies include acting as a positive role model, creating a safe learning environment, demonstrating mastery of subjects, using appropriate teaching methods, and establishing professional development goals.

Uploaded by

Ezekylah Alba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY


COLLEGE OF TEACHERS EDUCATION
Lucban, Quezon

THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

Reporters:

BSEd – Fil II

Ansus, Andrea A.

Ella, Janeth B.

Jocson, Stephanie Joyce P.

Manalansan, Rico Ian C.

September 2019
National Competency-Based Teacher Standards (NCBTS)

I. Objective:

At the end of this Chapter, you should be able to:

 Explain the competencies, as contained in the NCBTS, that each teacher must possess in
order to function effectively in the classroom and in the community;

 Examine the responsiveness of the present teacher education curriculum to the needs of
the teacher as she performs her role in the classroom and in the community; and

 Deepen your understanding of the various roles of the teacher in the classroom and in the
community.

II. Content

What is NCBTS?

• Set of competencies (behaviours, attitudes and skills)

• Defines different dimensions of effective teaching

• Developed by the Department of Education (DepEd) in relation to the Teacher Education


and Development Program (TEDP)
What does Competency-Based mean?

• Standards/criteria for characterizing good teaching

Why do we need NCBTS?

• Provides single framework that defines teaching in all aspects of a teacher’s professional
life and in all phases of a teacher development

• Minimizes what effective teaching is

• Provides a better guide for all teacher development programs and projects

Traditional View vs. NCBTS View

Traditional View NCBTS View


Teaching is technical process Teaching is facilitating learning

Teaching knowledge is technical Teacher knowledge is essentially complex


knowledge and problematic

Teaching involves consistent application of Teaching involves reflective and flexible


technical knowledge. application of technical knowledge
Effective application of teacher knowledge Effective teaching is determined within the
is dependent on prerequisite inputs in limits and opportunities found in the
teaching environment. learning environment.

The 7 Domains

1. Social Regard for Learning

2. The Learning Environment

3. Diversity of Learners
4. Curriculum

5. Planning, Assessing and Reporting

6. Community Linkages

7. Personal Growth and Professional Development

Statement of Principle

Teachers in all Philippine schools are committed to 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.

Domain 1

Social Regard for Learning

• Act 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’ behaviour


Domain 3

Diversity of learners

• Is familiar with learner’s 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 the progress
of learners

• Develops and uses a variety of appropriate assessment strategies to monitor and evaluate
learning.

• Monitors regularly and provides feedback on learners’ understanding od content.

Domain 6
Community linkages

• Establishes learning environments that respond to the aspirations of the community.

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.


References:

Bilbao, P. P., Corpuz, B. B., Llagas, A. T. & Salandanan, G. G, (2006).


The teaching profession. Quezon City: Lorimar Publishing, Inc.

https://www.slideshare.net/jenevel/ncbts-40133034

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