CHAPTER 2: LESSON 1

THE NATIONAL
COMPETENCY-BASED
TEACHER STANDARDS
(NCBTS)
WHAT IS NCBTS ?
- NCBTS defines effective teaching as
being able to help all types of students
learn the different learning goals in the
curriculum.
- An integrated theoretical framework that
defines the different dimensions of
effective teaching.
 It is based on the core values of Filipino
teachers and on effective teaching and
learning with seven (7) domains that
represent the desired features of the teaching
and learning process. This domains
incorporate a series of twenty-one (21)
strands of desired teaching performance
statements which can be identified as eighty
(80) performance indicators.
THE SEVEN (7) DOMAIN OF NCBTS
 DOMAIN 1: SOCIAL REGARD FOR LEARNING
 DOMAIN 2: THE LEARNING ENVIRONMENT
 DOMAIN 3: DIVERSITY OF LEARNERS
 DOMAIN 4: CURRICULUM
 DOMAIN 5: PLANNING, ASSESSING AND REPORTING
 DOMAIN 6: COMMUNITY LINKAGES
 DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL
DEVELOPMENT
DOMAIN 1: SOCIAL REGARD FOR LEARNING
This domain of social regard for learning focuses on the ideal that the teachers serve as
positive and powerful role models of the values pursuit of learning of different kinds of
the effort to learn. The teacher’s actions, statements, and different types of social
interactions with students exemplify this deal.

Strand of Desired Teaching Performance Performance indicators

1.1 Acts as a positive role model 1.1.1 Implements school policies

for students. and procedures.
1.1.2 Demonstrate punctuality.
1.1.3 Maintains appropriate
appearance.
1.1.4 Is careful about the effect of
one’s behavior on students.
1.1.5 Show respect for other
persons and their ideas.
“The mind of a child is
like a tabula rasa.”
John Locke
 DOMAIN 2: LEARNING ENVIRONMENT
Focuses on importance of providing for a social, psychological and physical
environmental within which all students, regardless of their individual difference in
learning, can engage the different learning activities and work towards attaining
high standards of learning.
Strands of Desired Teaching Performance Performance Indicators
2.1 Creates an environment that promotes 2.1.1 Maintains a learning environment of
fairness. courtesy and respect for different learners (eg;
Ability, culture, gender)
2.1.2 Provides gender-fair opportunities for
learning.
2.1.3 Recognizes that every learner has strengths
2.2 Makes the physical environment safe 2.2.1 Maintains a safe, clean and orderly
and conducive to learning classroom free from distractions.
2.2.2 Arranges challenging activities given
the physical environment.
2.3 Communicate higher learning 2.3.1 Uses individual co-operative learning
expectations to each learner. activities to improve capacities of learners for
higher learning.
2.3.2 Encourage learners to ask question.
2.3.3 Provides learners with a variety of
learning experiences.
2.3.4 Provides varied enrichment activities to
nurture the desire for further learning.
2.3.5 Communicate and maintains high
standards of learning performance.

2.4 Establishes and maintains consistent 2.4.1 Handles behavior problems quickly and with
due respect to children’s right.
standards of learners’ behavior. 2.4.2 Gives timely feedback to reinforce appropriate to
learners’ behavior.
2.4.3 Guides individual learners requiring
development of appropriate social and learning
behavior.
2.4.4 Communicates and enforces school policies and
procedures for appropriate learner behavior.
2.4.5 Encourages free expression of ideas from
students.
2.4.6 Creates stress-free environment
2.4.7 Takes measures to minimize anxiety and fear of
the teacher and/or subjects.
DOMAIN 3: DIVERSITY OF LEARNERS
Emphasizes the idea that the teachers can facilitate the learning process in diverse
learners by first recognizing and respecting individual differences, then using
knowledge about students’ differences to design diverse sets of learning activities
to ensure that all students can attain desired learning goals.
Strands of Desired Teaching Performance Performance Indicators
3.1 Is familiar with learners background 3.1.1 Obtains information on the learning styles,
knowledge and experiences. multiple intelligence and needs of learners.
3.1.2 Designs or selects learning experiences suited to
different kinds of learners.
3.1.3 Establishes goals that define appropriate
expectations for all learners.
3.1.4 Paces lessons appropriate expectations for all
learners.
3.1.5 Initiates other learning approaches for learners
whose needs have not been met by usual approaches.

3.2 Demonstrate concern for holistic 3.2.1 Recognize multi-cultural background of learners
development of learners when providing learning opportunities.
3.2.2 Adopts strategies to address needs of differently-
abled students.
3.3.3 Makes appropriate adjustment for learners for
different socio-economic background.
DOMAIN 4: CURRICULUM
The domain of Curriculum refers to all elements of the teaching-learning process that work in
convergence to help students attain high standards of learning and understanding of the curricular goals
and objectives. These elements include the teacher’s knowledge of subject matter, teaching learning
approaches and activities, instructional materials and learning resources.

Strands of Desired Teaching Profession Performance Indicators

4.1 Demonstrate mastery of the 4.1.1 Delivers accurate and updated content
subject. knowledge using appropriate methodologies,
approaches and strategies.
4.1.2 Integrates language, literacy and
quantitative skill development and values in
his/her subject.
4.1.3 Explains learning goals, instructional
procedures and content accurately to students.
4.1.4 Links the current content with past and
future lessons.
4.1.5 Aligns with lesson objectives the teaching
methods, learning activities and instructional
materials or resources appropriate to learners.
 Performance Indicators
4.1.6 Creates situations that encourage learners to use high
order thinking skills.
4.1.7 Engages and sustains learners’ interest in the subject by
making content meaningful and relevant to them.
4.1.8 Integrates relevant scholarly works and ideas to enrich the
lesson as needed.
4.1.9 Integrates content of subject area with other disciplines.
4.2 Communicates clear learning goals for 4.2.1 Set appropriate learning goals.
the lesson that are appropriate for learners. 4.2.2 Understands the learning goals.

4.3 Makes good use of allotted 4.3.1 Establishes routines and procedures
instructional times. to maximize instructional time.
4.3.2 Plans lesson to fit within available
instructional time.
4.4 Selects teaching method, learning 4.4.1 Translates learning competencies to
activities and instructional materials or instructional objectives.
resources appropriate to learners and 4.4.2 Selects, prepares and utilizes instructional
aligned to the objectives of the lesson. materials appropriate to the learners and to the
learning objective.
4.4.3 Provides activities and uses materials
which fits the learners’ learning styles, goals,
and culture.
4.4.4 Uses variety of teaching approaches and
techniques appropriate to the subject matter
and the learners.
4.4.5 Utilizes information derived from
assessment to improve teaching and learning.
4.4.6 Provides activities uses materials which
involve students in meaningful learning.
4.5 Teachers recognizes general learning 4.5.1 Design and utilizes teaching
processes as well as unique processes of methods that take into account the
individual learners. learning process.

4.6 Teachers promote purposive study. 4.6.1 Cultivates good study habits
through appropriate activities and
projects.

4.7 Teachers demonstrates skills in the 4.7.1 Utilizes Communication and

use of information and Communication Information to enhance teaching and
Technology in the teaching and learning.
learning.
DOMAIN 5: PLANNING, ASSESSING AND
REPORTING
The domain of Planning, Assessing & 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 knowledge and
learning levels. In particular, the domain focuses on the use
of assessment data to plan & revise teaching-learning plans,
as well as the integration of formative assessment
procedures in the plan and implementation of teaching-
learning activities.
Strand of Desired Teaching Performance Performance Indicator
5.1 Communicate properly and clearly to 5.1.1 Shows proof of instructional
learners, parents and superiors about the planning.
progress of learners. 5.1.2 Implements instruction as plan.
5.1.2 Demonstrates ability to cope with
varied teaching milieu.
5.2 Develops and uses a variety of 5.2.1 Prepares formative and summative
appropriate assessment strategies to tests in line with the curriculum.
monitor and evaluate learning. 5.2.2 Employs non-traditional
assessments techniques (portfolio,
journals, etc.)
5.2.3 Interprets and uses assessments
results to improve teaching and learning.
5.2.4 Identifies teaching-learning
difficulties and possible causes and
takes appropriate actions to address
them.
5.2.5 Uses tools for assessing authentic
learning.
5.3 Monitors regularly and provides 5.3.1 Provides timely and
feedbacks on learners’ accurate feedbacks to learners to
understanding of content encourage them to reflect on and
monitor their own learning
growth.
5.3.2 Keeps accurate record of
grades/performance levels of
learners.
5.3.3 Conducts regular meetings
with learners and parents to
report learners’ progress.
5.3.4 Involves parents to
participate in school activities
that promote learning.
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 as
these help in the attainment of the curricular objectives.

Strand of Desired Teaching Performance Performance Indicator

6.1 Establishes learning 6.1.1 Involves community in sharing
environments that responds to the accountability for the learners
aspiration of the community. achievement.
6.1.2 Uses community resources
(human, materials) to support learning.
6.1.3 Uses community as a laboratory for
learning
6.1.4 Participates in community
activities that supports learning.
6.1.5 Encourages students to apply
classroom learning to the community.
DOMAIN 7: PERSONAL GROWTH AND
PROFESSIONAL DEVELOPMENT
The domain of Personal Growth and Professional
Development emphasizes the ideal that teachers
value having a high personal regard, concern for
professional development, and continuous
improvement as teachers.
 Strand of Desired Teaching Performance Performance Indicator
7.1 Takes pride in the nobility of 7.1.1 Maintains stature and behavior that
teaching as a profession. upholds the dignity of teaching.
7.1.2 Allocates time for personal and
professional development through
• Participation in educational seminars
and work shops.
• Reading educational materials regularly.
• Engaging in educational research.
7.1.3 Manifest personal qualities such as
enthusiasm, flexibility and caring.
7.1.4 Articulates and demonstrate one’s
personal philosophy oh teaching.
7.2 Builds professional links with 7.2.1 Keeps abreast with recent
colleagues to enrich teaching practice. developments in education.
7.2.2 Links with other institutions,
organizations for sharing best practices.
7.3 Reflects on the extent of the 7.3.1 Reflects the quality of his/her
attainment of professional own teaching.
development goals. 7.3.2 Improve teaching performance
based on feedback from students,
peers and superiors and
cooperating teacher.
7.3.3 Accepts personal
accountability to learners’
achievement and performance.
7.3.4 Uses self-evaluation to
recognize and enhance one’s
strength and correct one’s
weaknesses.
SUMMARY:
 The NCBTS are the standards of good
teaching in the Philippines. It consist of
seven domains, twenty-one strands and
eighty performance indicators.
 The ideal teacher functions well in the
classroom as well as in the community.
He/she does the following:
 Serve as a positive and powerful model of learning and
living;
 Provides a social, psychological, and physical environment
that is conducive for learning because students from varied
backgrounds are treated with respect, engage in different
learning activities and are motivated to work towards high
standards of learning;
 Facilitates the learning process by considering diversity of
learners;
 Implements curriculum effectively by making students
understand curriculum goals and standards, by his/her
mastery of subject matter and skillful use of teaching learning
strategies and activities and learning resources;
 Aligns assessment to curricular goals,
objectives and standard uses assessment
results to improve learning-teaching, and
report assessment results to those concerned;
 Links to communities to help attain
curricular goals; and
 Demonstrate a high regard for the teaching
profession and embarks in a continuing
professional development.
 MEMBERS:
CEBALLOS, HYDE L.
ESTRELLA, JASON L.
CABILIN, LYJEN S.