Defintion
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.
Rationale
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.
Recipients
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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