NATIONAL COMPETENCY BASED TEACHER STANDARDS

NCBTS
A PROFESSIONAL DEVELOPMENT GUIDE FOR TEACHERS

New Era University June 23, 2010

COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS

CB-PAST

NCBTS Why do we need to know NCBTS ?

KRT 1

Schools
KRT 2
KRT 5

DepEds Institutional Culture Change

Basic Education Sector Reform Agenda

BESRA

Teachers

KRT 3 KRT 4

Complementary Interventions

Social Support For Learning

KRT 2
Teachers are responsible for their continuous personal and professional growth

Through

ncbts

NCBTS National Competency Based Teacher Standards

The NCBTS provides a single framework that shall define what effective teaching is in all aspects of a teachers professional life and in all phases of teacher development
This will standardize the definition of what effective teaching is.

Why adopt CBTS? Teachers can use CBTS as

1. 2. guide to reflect on their current teaching practices framework for creating new teaching practices guidepost for planning for professional development goals common language for discussing teaching practices with other teachers
SELF-ASSESSMENT TOOL

3.
4.

Anyone interested in improving teaching practices TEIs shall use it to design and implement effective preservice teacher education curricula PRC shall refer to it to design the LET

Organizations and agencies that provide In- Service Education for Teachers (INSET) shall refer to it to develop the intervention they desire Award-giving bodies shall refer to it to define their criteria for outstanding teachers

DepED shall use the NCBTS to formulate its hiring, promotion, supervision and other policies related to the teaching profession.
The NCBTS shall also be used in designing its INSET programs for teachers

Most of all, Individual teachers in all public elementary and high schools shall use it for their professional development activities

The NCBTS is used as set of guidelines by the Field Study and Pre-Service Cooperating Teacher.

What do you need to know about FSC?

FSC are anchored on the NCBTS and the Competency Standards of CMO 30, s.2004.
FSC are practical learning experiences which are aligned to the professional courses.

What do you need to know about FSC?

FSC provide students with rich practical learning experiences which are drawn out from the actual learning environment.
FSC enable students to observe, verify and reflect on the various events which relate to the concepts, methods and strategies previously learned.

What do you need to know about FSC?

FSC provide opportunities to capture other experiences which can be further verified, confirmed and reflected on in relation to their becoming a teacher.
Successful Experiential Learning can only be delivered by a resource/cooperating teacher who has the knowledge of what experiential learning is anchored on the NCBTS and CS of CMO 30, s.2004

ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS

REFERENCE: GUIDELINES IN THE DEPLOYMENT OF PRESERVICE TEACHERS

FIELD STUDY See to it that the FSSs role is limited to the requirements and activities of the particular FSC Accommodate FSSs in their actual classroom teaching and are not duty bound to mentor/coach Certifies the attendance of the FSSs

ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS

REFERENCE: GUIDELINES IN THE DEPLOYMENT OF PRESERVICE TEACHERS

PRACTICE TEACHING Observe mentor-mentee relationship Assist the ST in honing their skills
Observe, coach/mentor and evaluate the performance of the ST Keep a record of observations and post conferences made with the ST Model effective teaching and management techniques

ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS

REFERENCE: GUIDELINES IN THE DEPLOYMENT OF PRESERVICE TEACHERS

PRACTICE TEACHING

Provide the ST the opportunity to teach independently and collaboratively Allow the ST to participate in cocurricular and school/community activities Complete a set of summative evaluation reports for each student teacher Recommend PASS or FAIL standing for the ST for the practicum

The Teacher Education and Development Map

Retirement Preparation

DepED

Entry to Teacher Education

DepED/CHED/TEIs
In-Service Training and Professional Development

CHED/TEIs/Schools Pre-Service Training

DepED

National Competency-Based Teacher Standards

(BEEd/BSEd/PGCEd)

PRC

Induction Training
DepED* / Civil Service
Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System

Teacher Licensure

*Includes public and private schoo

The Teacher Education and Development Map

Retirement Preparation

DepED

Entry to Teacher Education

DepED/CHED/TEIs
In-Service Training and Professional Development

CHED/TEIs/Schools Pre-Service Training

DepED

National Competency-Based Teacher Standards

(BEEd/BSEd/PGCEd)

PRC

Induction Training
DepED* / Civil Service
Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System

Teacher Licensure

*Includes public and private schoo

HOW SHOULD TEACHERS USE THE

NCBTS?
as a guide to reflect on ones own current teaching practices as a framework for creating new teaching practices as a guidepost for planning for professional development goals as a common language for discussing teaching practices with other teachers as set of guidelines for cooperating teachers to support the FS Students (FSS) and Student Teachers (ST)

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.

RECAP

It provides a better guide for all teacher development programs and projects from school level up to the national level.

RECAP

Various stakeholders and institutions use the NCBTS in their roles to maintain quality education through effecting teaching and learning.

NCBTS 7 DOMAINS SLDCPCT

Domain 1. Social Regard for Learning SRL Domain 2. Learning Environment LE Domain 3. Diversity of Learners DL Domain 4. Curriculum C Domain 5. Planning, Assessment and Reporting PAR Domain 6. Community Linkages CL Domain 7. Teacher Personal Growth & Professional Development TPGPD

CBTS organized hierarchically

DOMAINS STRANDS INDICATORS

CBTS organized hierarchically

DOMAIN
distinctive

sphere of the teaching-learning process well defined arena for demonstrating positive teacher practices Defined in terms of principle of ideal teaching associated with enhancing student learning

CBTS organized hierarchically DOMAINS STRANDS more specific dimensions of positive teacher practices under the broad conceptual domain

CBTS organized hierarchically

DOMAINS STRANDS INDICATORS

concrete,

observable, and measurable teacher behaviours, actions, habits, routines, and practices known to create, facilitate, and support enhanced student learning.

DOMAINS, STRANDS, INDICATORS DIMENSIONS

NATURE/QUALITY FREQUENCY, CONSISTENCY, and APPROPRIATENESS SELF-AWARENESS

DOMAINS, STRANDS, INDICATORS DIMENSIONS

NATURE/QUALITY How well are the essential qualities or critical features demonstrated/observed in the positive practices? FREQUENCY, CONSISTENCY, and APPROPRIATENESS SELF-AWARENESS

DOMAINS, STRANDS, INDICATORS DIMENSIONS

FREQUENCY, CONSISTENCY, and APPROPRIATENESS How often is the ideal teaching practice demonstrated? Is the demonstration appropriate to the particular teaching-learning process? Is the teacher consistent in demonstrating this ideal?

DOMAINS, STRANDS, INDICATORS DIMENSIONS

SELF-AWARENESS Is the teacher aware or mindful of the premises, rationale, nature, and effects of the demonstrated teacher-learning process?

Domain 1. Social regard for learning 1. Demonstrates value for learning 2. Demonstrates that learning is of different kinds and comes from different sources 2. Learning Environment Domain Domain 7. Teacher Personal Growth 1. Creates an environment that promotes and Professional Development fairness 1. Takes pride in the nobility of teaching 2. Makes the physical environment safe and as a profession. conducive to learning 2. Builds professional links with 3. Communicates higher learning colleagues to enrich teaching practice. expectations to each learner 3. Reflects on the extent of the 4. Establishes and maintains consistent attainment of learning goals. standards of learners behavior

Domain 2. Learning Environment 1. Creates an environment that Growth Domain 7. Teacher Personal promotes Domain5.4. Social Assessment & Reporting Domain 1. Curriculum Domain Planning, regard for learning fairness and Professional Development 1.Communicates in the nobilityclearly to as a Demonstrates mastery of of subject 2. 6.1. 1.Takes pridepromptly andtheof Diversity learners, MakesLinkages physical environment safe the Domainteaching 3. Learners Domain CommunityDomain 3. Diversity 1.Demonstrates valuelearningfamiliarLearners for progress learnersthe learningoflearners SEVEN parentsenvironments 2.Domain 6.superiors about 1. Is goalsof background 1. Establishes Communicates clear learning and with for profession. to DOMAINS Linkagesand experiences Community learning of appropriate thatand to the aspirations of the respond conducive 1.Isprofessionallearning learners for holistic familiarawith learners of 2.Develops that arethatvariety 2. knowledge concern lessons and uses appropriate Demonstrates that for is community 2.Demonstrates higher learning of learner to 2.Builds links with colleagues 1.Establishes learning environments development 3. assessment strategies knowledgeand evaluate Communicates of allotted instructional to monitors and background comes from 3. Make kinds and enrich teaching respond to use practice. different goodto each learner 4. Curriculum Domain 5. Planning, Assessment the aspirations of the community expectations Domain learning experiences & Reportingtime 3.Reflects on the extent of the attainment subject 1. Demonstrates mastery of the of 1. Communicates promptly and clearly to different sourcesmaintainslearning learning 2. 4. Establishes and and provides feedback ongoals for consistent 3.Monitors regularly methods,Communicates clearappropriate for learners, parents and superiors about 4. Selects teaching 2.Demonstrates concernthat are learning goals. the lessons for progress of learners learners understanding behavior 2. Develops and uses a variety of learners of contents activities and development good learner materials allotted standards of to instructional 3. learners use ofor instructional Make of holistic appropriate assessment strategies time
monitors and evaluate learning 3. Monitors regularly and provides feedback on learners understanding of contents

resources appropriate to learners and learning 4. Selects teaching methods, activities and materials or aligned to objectives of the lesson instructionallearners and resources appropriate to
aligned to objectives of the lesson

NCBTS 7 DOMAINS SLDCPCT

Domain 1. Social Regard for Learning SRL Domain 2. Learning Environment LE Domain 3. Diversity of Learners DL Domain 4. Curriculum C Domain 5. Planning, Assessment and Reporting PAR Domain 6. Community Linkages CL Domain 7. Teacher Personal Growth & Professional Development TPGPD

Summary of the Distribution of the Domains, Strands, Indicators and the KSAs of the TSNA.
Domains Domain 1-Social Regard for Learning Domain 2- Learning Environment Strands Indicators KSA

2
5

5
17

18
59

Domain 3- Diversity of Learners

Domain 4- Curriculum Domain 5- Planning, Assessing and Reporting Domain 6- Community Linkages

1
7 4 1 3 23

8
22 12 6 10 80

27
78 40 18 30 270

Domain 7- Personal Growth and Professional Development

Total 7

NAME: _________________________________ DATE: ___________

Please do not leave any item unanswered.

NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING

Code for Competency Level: L- Low S- Satisfactory

F- Fair H- High

Strand 1.1 Teachers actions demonstrate value for learning

Indicator 1.1.1. Implements school policies and procedures

At what levelCdocompetency - I 1 2 3 4 know school policies and procedures? Understand school operations? implement school policies and procedures? inform students, parents, and other concerned persons regarding school policies and procedures? abide by school policies and procedures? L F S H

Teacher Performance Appraisal APPRAISAL RATING SCALE Rubric

Rating Level of Achievement Not demonstrated Criteria

1
2

Knowledge and skills of the performance criteria is not observed

Evidence of basic knowledge and skills in performing the task but requires assistance Demonstrates adequate knowledge of the standard and consistent practice is a normal part of teaching practice Demonstrates substantial knowledge and understanding of the standard/ performance and regularly applies it in teaching practice Comprehensive knowledge and understanding of the standard/performance criteria and skillfully integrates it into practice

Basic

Proficient

4 5

Advanced

Exemplary

MATCHING FSC and NCBTS

FIELD STUDY COURSES NCBTS DOMAINS Learning Environment Curriculum Diversity of Learners Community Linkages Personal Growth and Profl Devt Learning Environment Curriculum Diversity of Learners Planning, Assessing & Reporting Social Regard for Learning Curriculum

FS 1 Learners Development and Environment

FS2 Experiencing the TeachingLearning Process

FS 3 Technology in the Learning Environment

MATCHING FSC and NCBTS

FS 4 Understanding Curriculum Development Learning Environment Curriculum Diversity of Learners Community Linkages Personal Growth and Profl Devt Planning, Assessing & Reporting Social Regard for Learning Learning Environment Curriculum Personal Growth and Profl Devt Planning, Assessing & Reporting Learning Environment Diversity of Learners Community Linkages Personal Growth and Profl Devt Planning, Assessing & Reporting Social Regard for Learning

FS 5 Learning Assessment Strategies

FS 6 On Becoming a Teacher