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The NCBTS

The document outlines the Philippine Professional Standards for Teachers, which define the knowledge, skills, and values that teachers should possess. The standards complement efforts to improve teacher quality from pre-service education through in-service training. They describe what quality teaching entails in the K-12 reform by defining areas of professional development, competent practice, and productive engagement. The standards are based on principles like learner-centeredness and aim to provide guidance for teachers' professional and personal growth.

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Jesieca Bulauan
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141 views2 pages

The NCBTS

The document outlines the Philippine Professional Standards for Teachers, which define the knowledge, skills, and values that teachers should possess. The standards complement efforts to improve teacher quality from pre-service education through in-service training. They describe what quality teaching entails in the K-12 reform by defining areas of professional development, competent practice, and productive engagement. The standards are based on principles like learner-centeredness and aim to provide guidance for teachers' professional and personal growth.

Uploaded by

Jesieca Bulauan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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The NCBTS-based Philippine Professional Standards for Teachers are a complement to the reform efforts

on teacher quality from pre-service education to in-service training. Through clearly defined areas,
strands, and indicators that offer measures of professional development, competent practice, and
productive engagement, it explains what teacher quality in the K–12 Reform entails. This set of
guidelines clarifies the knowledge, skills, and values that instructors should possess in order to be
competent, improve student learning outcomes, and ultimately provide high-quality instruction. It is
based on a number of educational principles, including learner-centeredness, lifelong learning, and
inclusivity/inclusiveness. Thus, the professional standards turn into a visible declaration of professional
accountability that can aid instructors in considering and evaluating their own practices as they strive for
both professional and personal development.

Teacher quality in the Philippines is determined by the Philippine Professional Standards for Teachers.
The standards outline the growing levels of knowledge, experience, and professional engagement
expected of instructors. At the same time, the standards permit teachers to use their developing
knowledge in a more sophisticated manner across a wider variety of difficult teaching/learning contexts.

The seven domains that Filipino teachers must master in order to function well in the twenty-first
century are detailed in the paragraphs that follow. In the Philippines, good teachers should have the
following qualities:

comprehend the significance of having a firm grasp on the application of theories and concepts of
teaching and learning, as well as the interconnection of that knowledge within and beyond curriculum
areas. They use meaningful and developmentally appropriate education that is based on current
research and subject-matter expertise. They demonstrate fluency in their mother tongue, Filipino, and
English to aid in the teaching and learning process, as well as the necessary abilities in the use of
technologies, instructional methods, and communication techniques to support effective learning
outcomes.

• offer supportive, equitable, safe, and secure learning environments to encourage learner responsibility
and success. They effectively control student behavior in both physical and virtual environments by
fostering an environment that is focused on learning. In order to promote positive classroom
interactions directed toward the achievement of high levels of learning, they make use of a variety of
materials and offer intellectually challenging and exciting activities.

 create learning environments that are sensitive to the diversity of learners. When planning and
creating learning opportunities, they regard the different traits and experiences of learners as
inputs. They promote the appreciation of diversity in the classroom and the necessity for varied
teaching strategies to help all students become effective citizens in a world that is always
changing both locally and globally.

• engage with local and national educational standards. They convert curriculum material into engaging
learning experiences that adhere to the fundamentals of effective teaching and learning. They use their
expert knowledge to organize and create well-structured, sequential classes that are sensitive to the
requirements of the learners, contextually relevant, and include a variety of teaching and learning tools,
either independently or in partnership with colleagues. They convey learning objectives to encourage
student engagement, comprehension, and success.

• use a range of assessment methods and techniques to track, assess, record, and report on learners'
needs, development, and accomplishments. The teaching and learning process and programs are
improved and informed by the use of assessment data in a variety of ways. They give students the
necessary feedback on their learning outcomes, which helps teachers choose, set up, and employ
reliable assessment procedures.

• create partnerships between the community and the school that will enhance both the learning
environment and community participation in the educational process. They recognize and take
advantage of opportunities that connect classroom instruction and learning to the experiences,
passions, and goals of the larger school community and other important stakeholders. They are aware of
and carry out their responsibilities to uphold professional ethics and responsibility.

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