Saturday, June 8, 2013

National Competency Based Teacher Standards

What is the relationship of this photo to NCBTS? I dunno either..joke.  Actually NCBTS is the framework of pre-service teacher education, teacher hiring and employment, teacher evaluation and promotion in the Philippines.

        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.

      Filipino teachers often get mixed signals about what it means to be an effective teacher.  For example, they  may have been taught definitions of good  teaching by teacher educators in their pre-service education that seem to be  different from what their principals and supervisors expect in their schools.  Or  teachers are taught new teaching approaches that seem inconsistent with the Performance Appraisal System.  What is worse is when teachers who have the reputation of being ineffective teachers are promoted to higher ranks.
     The NCBTS provides a single framework that shall define effective teaching in all aspects of a teacher’s professional life and in all phases of teacher development.  The use of a single framework should minimize confusion about what effective teaching is.  The single framework should also provide a better guide for all teacher development programs and projects from the school-level up to the national level.

     Anyone who is interested in improving teaching practices should refer to the NCBTS.  Thus, teacher education institutions shall use the NCBTS to design and implement effective pre-service teacher education curricula.  The PRC shall refer the NCBTS in designing the Licensure Exam for Teachers.  Organizations
and agencies that implement in-service education for teachers (INSET) shall refer to the NCBTS in developing their interventions.  Award-giving bodies shall refer to the NCBTS in defining their criteria for outstanding teachers.
     The DepED shall use the NCBTS in formulating its hiring, promotion, supervision, and other policies related to the teaching profession.  It shall also use the NCBTS to guide its INSET programs for teachers.   Most important, individual teachers in all the public elementary and high schools all over the country shall use the NCBTS for their professional development activities.

The Seven Domains

(1) social regard for learning
(2) learning environment
(3) diversity of learners
(4) curriculum
(5) planning, assessing, and reporting
(6) community linkages
(7) personal growth and development

Domain 1: Social Regard for Learning

“Can my students appreciate and model the value of learning through my interactions with them?”

The domain of Social Regard for Learning focuses on the ideal that teachers serve as positive and powerful role models of the values of the pursuit of learning and of the effort to learn, and that the teachers actions, statements, and different types of social interactions with students exemplify this ideal. 

Domain 2: Learning Environment

“Do I create a physical and social environment in class that allows my students to attain maximum learning?”

The domain of Learning Environment focuses on the importance of providing for a social and physical environment within which all students, regardless of their individual differences in learning, can engage the different learning activities and work towards attaining high standards of learning. 

Domain 3: Diversity of Learners

“Can I help my students learn whatever their capabilities, learning styles, cultural heritage, socio-economic backgrounds, and other differences are?”

The domain of Diversity of Learners emphasizes the ideal that teachers can facilitate the learning process in diverse types of 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 appropriate learning goals. 

Domain 4: Curriculum

“Can my students understand and attain the goals of the curriculum through the various learning resources and activities I prepared?”

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, teachinglearning approaches and activities, instructional materials and learning resources. 

Domain 5: Planning, Assessing & Reporting

“Do I assess my students’ learning and knowledge using appropriate educational assessment procedures, and do I use the information from these assessment procedures in planning my teaching-learning activities for the students?”

The domain of Planning, Assessing and 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 and  revise teaching-learning plans, as well as the integration of formative assessment procedures in the plan and 
implementation of teaching-learning activities.

Domain 6: Community Linkages

“Are the goals and characteristics of the teaching-learning activities I implement relevant to the experiences, values and aspirations in my students’communities?”

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, particularly as these links help in the attainment of the curricular objectives.

Domain 7: Personal Growth and Professional Development

“Do my actions and statements indicate a high regard for the teaching profession and for my continuous development as a professional teacher?”

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.

For more information and discussion you may refer to DepEd Primer.

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