National Competency Based Teacher Standards NCBTS A Professional Development Guide for Teachers

1. National Competency Based Teacher StandardsNCBTSA Professional Development Guide for Teachers New Era University June 23, 2010

2. COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS cb-PAST

3. NCBTS Why do we need to know NCBTS ?

8. KRT 1 Schools KRT 2 BESRA Basic Education Sector Reform Agenda KRT 5 Teachers DepEd’s Institutional Culture Change KRT 3 KRT 4 Social Support For Learning Complementary Interventions

9. KRT 2 Teachers are responsible for their continuous personal and professional growth… Through ncbts

10. NCBTS National Competency Based Teacher Standards

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

12. Why adopt CBTS?Teachers can use CBTS as SELF-ASSESSMENT TOOL 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

13. Anyone interested in improving teaching practices • TEIs shall use it to design and implement effective pre-service teacher education curricula • PRC shall refer to it to design the LET

14. 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

15. 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

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

17. 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.

18. 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.

19. 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

20. ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS REFERENCE: GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS • FIELD STUDY • See to it that the FSS’s 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

21. ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS REFERENCE: GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE 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

22. ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS REFERENCE: GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS • PRACTICE TEACHING • Provide the ST the opportunity to teach independently and collaboratively • Allow the ST to participate in co-curricular 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

23. The Teacher Education and Development Map Retirement Preparation DepED Entry to Teacher Education CHED/TEIs/Schools DepED/CHED/TEIs Pre-Service Training (BEEd/BSEd/PGCEd) In-Service Training and Professional Development National Competency-Based Teacher Standards DepED PRC Induction Training Teacher Licensure DepED* / Civil Service Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System *Includes public and private schools

24. The Teacher Education and Development Map Retirement Preparation DepED Entry to Teacher Education CHED/TEIs/Schools DepED/CHED/TEIs Pre-Service Training (BEEd/BSEd/PGCEd) In-Service Training and Professional Development National Competency-Based Teacher Standards DepED PRC Induction Training Teacher Licensure DepED* / Civil Service Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System *Includes public and private schools

25. 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)

26. RECAP 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.

27. RECAP It provides a better guide for all teacher development programs and projects from school level up to the national level. Various stakeholders and institutions use the NCBTS in their roles to maintain quality education through effecting teaching and learning.

28. 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 ReportingPAR Domain 6.Community Linkages CL Domain 7.Teacher Personal Growth & Professional DevelopmentTPGPD

29. CBTS organized hierarchically • DOMAINS • STRANDS • INDICATORS

30. 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

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

32. 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.

33. DOMAINS, STRANDS, INDICATORS DIMENSIONS • NATURE/QUALITY • FREQUENCY, CONSISTENCY, and APPROPRIATENESS • SELF-AWARENESS

34. 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

35. 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?

36. 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?”

37. Domain 1. Social regard for learning • Demonstrates value for learning • Demonstrates that learning is of different • kinds and comes from different sources Domain 2. Learning Environment Domain 2. Learning Environment Domain 7. Teacher Personal Growth and Professional Development Domain 7. Teacher Personal Growth and Professional Development • 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’ behavior Domain 3. Diversity of Learners • 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’ behavior • 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. • Is familiar with learners’ background knowledge and experiences • Demonstrates concern for holistic development of learner • 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. Domain 4. Curriculum Domain 1. Social regard for learning Domain 5. Planning, Assessment & Reporting • Demonstrates mastery of the subject • Communicates clear learning goals for the lessons that are appropriate for learners • Make good use of allotted instructional time • Selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to objectives of the lesson • Communicates promptly and clearly to learners, parents and superiors about progress of learners • Develops and uses a variety of appropriate assessment strategies to monitors and evaluate learning • Monitors regularly and provides feedback on learners’ understanding of contents Domain 3. Diversity of Learners Domain 6. Community Linkages Domain 6. Community Linkages • Demonstrates value for learning • Demonstrates that learning is of different kinds and comes from different sources • Establishes learning environments that respond to the aspirations of the community • Is familiar with learners’ background knowledge and experiences • Demonstrates concern for holistic development of learner • Establishes learning environments that respond to the aspirations of the community Domain 5. Planning, Assessment & Reporting Domain 4. Curriculum • Demonstrates mastery of the subject • Communicates clear learning goals for the lessons that are appropriate for learners • Make good use of allotted instructional time • Selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to objectives of the lesson • Communicates promptly and clearly to learners, parents and superiors about progress of learners • Develops and uses a variety of appropriate assessment strategies to monitors and evaluate learning • Monitors regularly and provides feedback on learners’ understanding of contents CBTS SEVEN DOMAINS

38. 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

39. Summary of the Distribution of the Domains, Strands, Indicators and the KSAs of the TSNA.

40. NAME: _________________________________ DATE: ___________ Please do not leave any item unanswered. NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING C - competency

41. Teacher Performance AppraisalRubric APPRAISAL RATING SCALE Level of Achievement Rating Criteria Knowledge and skills of the performance criteria is not observed 1 Not demonstrated Evidence of basic knowledge and skills in performing the task but requires assistance 2 Basic Demonstrates adequate knowledge of the standard and consistent practice is a normal part of teaching practice 3 Proficient Demonstrates substantial knowledge and understanding of the standard/ performance and regularly applies it in teaching practice 4 Advanced Comprehensive knowledge and understanding of the standard/performance criteria and skillfully integrates it into practice 5 Exemplary

42. MATCHING FSC and NCBTS

43. MATCHING FSC and NCBTS