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    The NCBTS PPST

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    Arguilles, Alexis C.
    The document discusses considerations for revising the Philippine National Competency-Based Teacher Standards (NCBTS). Key points discussed include developing career stages for teachers, reducing duplication in the NCBTS, giving more focus to content knowledge and pedagogy, embedding ideas from K-12 reform, making the standards more usable, and developing framework for teacher education institutions. It also discusses how the proposed Philippine Professional Standards for Teachers would serve as a framework for teacher quality and development.

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    The NCBTS PPST

    Uploaded by

    Arguilles, Alexis C.
    97 views20 pages
    The document discusses considerations for revising the Philippine National Competency-Based Teacher Standards (NCBTS). Key points discussed include developing career stages for teachers, reducing duplication in the NCBTS, giving more focus to content knowledge and pedagogy, embedding ideas from K-12 reform, making the standards more usable, and developing framework for teacher education institutions. It also discusses how the proposed Philippine Professional Standards for Teachers would serve as a framework for teacher quality and development.

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    THE-NCBTS-PPST

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    The document discusses considerations for revising the Philippine National Competency-Based Teacher Standards (NCBTS). Key points discussed include developing career stages for teachers, reducing duplication in the NCBTS, giving more focus to content knowledge and pedagogy, embedding ideas from K-12 reform, making the standards more usable, and developing framework for teacher education institutions. It also discusses how the proposed Philippine Professional Standards for Teachers would serve as a framework for teacher quality and development.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    97 views20 pages

    The NCBTS PPST

    Uploaded by

    Arguilles, Alexis C.
    The document discusses considerations for revising the Philippine National Competency-Based Teacher Standards (NCBTS). Key points discussed include developing career stages for teachers, reducing duplication in the NCBTS, giving more focus to content knowledge and pedagogy, embedding ideas from K-12 reform, making the standards more usable, and developing framework for teacher education institutions. It also discusses how the proposed Philippine Professional Standards for Teachers would serve as a framework for teacher quality and development.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 20

    The Philippine Professional

    Standards for Teachers


    (DNCBTS)
    Considerations of D-NCBTS
    Among the recommendations were suggestions to revise the
    NCBTS. Considerations raised were:

    develop career stages;

    ensure that the duplication in NCBTS was reduced;

    give content knowledge and pedagogy a more prominent


    focus;

    Embed new ideas from the K to 12 Reform into the Standards;


    Considerations of D-NCBTS

    develop professional standards in a form that is tighter and more


    useable by teachers, schools and jurisdictions; and

    in the case of CHED, to develop;

    (i)a more focused basis for an internationally acceptable pre-service


    teacher preparation program; and

    (i)a Teacher Education Institution (TEI) quality assurance


    framework.
    “The quality of an education
    system cannot exceed the
    quality of its teachers.”
    (McKinsey, 2007)
    Q u a li ty
    e a c h e r
    T he c h e r s
    an d t f o r T ea
    a n d a r d s
    o n a l S t
    ro f e s s i
    i n e P
    Philipp
    The Professional Standards

    • Articulates what constitutes teacher quality

    • Is a public statement of professional accountability

    • Makes explicit what teachers should know, be able


    to do and value in the profession

    • Sufficiently generic to represent practice


    Content
    Knowledge and
    Curriculum
    Learning Pedagogy
    and Planning
    Environment
    Diversity Assessment
    of and Reporting
    Learners
    D-NCBTS

    Highly Proficient

    Distinguished
    Community
    Beginning

    Proficient
    Personal

    Teacher

    Teacher

    Teacher
    Linkages and

    Teacher
    Growth and
    Professional
    Professional
    Engagement
    Development

    NCBTS
    Capturing teacher quality

    K to 12 21st Century Skills


    (June 2013)

    National
    Philippine
    Competency-
    Professional
    based Teacher
    Standards
    Standardsfor
    Teachers
    (NCBTS)
    Philippine
    ASEAN Integration/
    Qualifications Internationalization
    Framework
    Philippine Professional Standards for Teachers as a
    Framework
    for Teacher Quality and Teacher Development
    The Paradigm Shift

    Pre-K to 12 K to 12
    Paradigm Shift
    D-NCBTS
    NCBTS
    (a continuum of teaching
    practice defined in terms of
    distinct career stages)
    Rationale for Career Stages
    The description of standards
    at different career stages
    provides “a framework for the
    teacher development continuum.”
    (OECD,2005)

    Teacher evaluation should be


    based on professional teaching standards
    and should be sophisticated enough
    to assess teaching quality across
    the continuum of development
    from novice to expert teacher.
    (Darling-Hammond in Strauss, 2012)
    Targeted Professional
    Development for Teachers
    Professional Standards
    Domain 3. Diversity of Learners

    Strand 3.1 Learners’ gender, needs, strengths, interests and experiences

    Stage 1 Stage 2 Stage 3 Stage 4

    3.1.1 Demonstrate 3.1.4 Lead colleagues


    3.1.2 Use 3.1.3. Work with
    knowledge and colleagues to share to evaluate
    understanding of differentiated,
    developmentally- differentiated, differentiated
    differentiated developmentally- strategies to enrich
    teaching to suit the appropriate learning
    experiences to appropriate teaching practices
    learners' gender, opportunities to that address learner
    address learners’
    needs, strengths, address learners’ differences in gender,
    gender, needs,
    interests and strengths, interests differences in gender, needs, strengths,
    experiences. and experiences. needs, strengths, interests and
    interests and
    experiences.
    experiences.
    Learning Action Cells
    Features of a Developmental Approach
    (AITSL, Looking at classroom practice, p.6)

    • Gives clarification to what it means to “get better” in areas of


    teacher expertise

    • Defines direction: describes and illustrates professional growth


    and development for teachers

    • Enables teachers to reflect on their practice, diagnose strengths


    and areas needing improvement

    • Provides vision and details of the next level of performance


    based on teacher quality

    • Is sensitive to the continuum of lifelong learning of teachers’


    professional practice
    Teacher Professional Development Framework

    Career Path

    Recruitment
    and Hiring

    Learning Action Cells


    Rewards,
    Teacher Entry
    Compensation?
    Requirement
    Teacher Accreditation at Career
    Stage 2, 3, 4 and Head Teacher Position

    Teacher Classroom Observation Tool & Self-Reflection Tool


    Education Targeted Professional Development and Teacher Training
    Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
    1
    2
    3 Positive use Positive
    4
    5 of ICT use of
    6
    7
    8
    ICT
    9
    10
    11
    12
    CAREER STAGE Continuum
    13
    14
    15
    16
    17
    18
    19
    20
    21
    22
    23 Teaching and
    24
    25
    26
    learning
    27
    28
    resources
    29
    30 including
    31
    32 ICT
    33
    34
    35
    36 Professional
    37 Professional
    reflection and
    reflection and
    learning to
    learning to
    improve
    improve
    practice
    practice
    Philippine Professional Standards
    for Teachers: Domains, Strands,
    Indicators
    Domains
    Philippine Professional
    NCBTS Standards for teachers

    Central to
    Subsumed 1 Social Regard for 1 Content Knowledge and the new K to
    in other Learning
    domains
    Pedagogy 12 Reform
    and places,
    at the
    2 Learning Environment 2 Learning Environment beginning,
    the
    importance
    3 Diversity of Learners 3 Diversity of Learners of teachers
    knowing
    4 Curriculum and their content
    4 Curriculum and Planning and knowing
    Planning
    how to teach
    5 Assessment and it.
    Reporting
    6 Community Linkages and
    6 Community Linkages Professional Engagement
    7 Personal Growth and 7 Personal Growth and
    Professional Development Professional Development
    Use of Mother Tongue, Filipino and
    Knowledge of research
    English in instruction
    Strategies for promoting
    Strategies for developing critical and
    literacy and numeracy
    creative thinking skills

    Engage in
    Know what
    Classroom
    professional reflection to teach and communication
    and assume how to teach strategies
    responsibility for it Maintain a
    personal learning- Learners’
    professional focused linguistic, cultural,
    learning socio-economic and
    environment religious
    backgrounds
    Establish
    community Teacher Quality Learners in

    relationships Requirements Are difficult


    responsive to circumstances
    and uphold in the K to 12
    professional learner
    Learners from
    ethics Use a variety of diversity
    Indigenous
    assessment tools Plan and Groups
    to inform and design
    enhance the effective
    teaching and
    learning process
    instruction
    Social Regard for Learning
    NCBTS Professional Standards for Teachers

    Strand 1.1. Teacher’s actions


    Strand 2.1 Learner safety and security
    demonstrate value for learning 2.1.2 Establish safe and secure learning environments to
    enhance learning through the consistent implementation
    1.1.1. Implements school policies and of policies, guidelines and procedures
    procedures
    Strand 6.4 School policies and procedures
    6.4.2 Comply with and implement school policies and
    procedures consistently to foster harmonious
    1.1.2. Demonstrates punctuality relationships with learners, parents, and other
    stakeholders.

    1.1.3. Maintains appropriate appearance Strand 6.3 Professional ethics


    6.3.2 Review regularly personal teaching practice using
    existing laws and regulations that apply to the teaching
    profession and the responsibilities specified in the Code
    1.1.4. Is careful about the effect of one’s of Ethics for Professional Teachers.
    behavior on students

    Strand 1.2. Demonstrates that learning is Strand 2.3 Management of classroom structure and
    of different kinds and from different activities
    sources 2.3.2 Manage classroom structure to engage learners,
    individually or in groups, in meaningful exploration,
    1.2.1. Makes use of various learning discovery and hands-on activities within a range of
    physical learning environments.
    experiences and resources

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