Documente Academic
Documente Profesional
Documente Cultură
Submmitted to:
Dr. Anna Marie Barroga
Submitted by:
Hazel Ann B. Cabacungan
Jhon Dave A. Haplit
Karen Joy Supnet
NCBTS
I. INTRODUCTION
NATIONAL COMPETENCY-BASED TEACHER STANDARD (NCBTS) is
a professional development guide for Filipino teachers. It is an integrated
theoretical frame work that defines different dimensions of effective teaching. It
provides a single frame work that defines effective teaching in all aspects of
teachers professional life and in all phases of teacher development
;
DOMAIN I
Social regard for learning
DOMAIN 2
Learning environment
Create an environment that promotes fairness
Make the physical environment safe and conducive to learning
Communicates higher learning expectations to each learner
Establishes and maintains consistent standards of learners behaviour
DOMAIN 3
Diversity of teachers
Is familiar with learners background knowledge and experiences (learning, goals,
approaches, styles, and difficulties)
Demonstrates concern for holistic development of learners ( strategies to address
differently-abled students, adjustment for socio-economic and cultural background)
DOMAIN 4
Curriculum
Select teaching methods, learning activities and instructional materials or resource
appropriate to learners and aligned to the objectives of the lesson
-translates learning competencies to instructional objectives
-utilizes information derived from assessment to improve teaching and learning
-designs and utilizes teaching methods
-cultivate good habits through appropriate activities and projects
Communicates clear learning goals for the lessons that are appropriate for learners (sets
and understands appropriate learning goals)
Makes good use of allotted instructional time (Establish routines and procedures to
maximize instructional time)
Demonstrates mastery of the subject
-accurate and updated content knowledge with appropriate methodologies, approaches,
and strategies
-create situation that encourage learners to use HOTS
-integrates relevant scholarly works and ideas as enrich the lesson as needed
DOMAIN 5
Planning, assessing and reporting
Communicates promptly and clearly to learners parents and superiors about the progress
of learners
-shows proof of instructional planning
-implements instruction as a plan
-demonstrate ability to cope with varied teaching milieu
Develops and uses a variety of appropriate assessment strategies to monitor and evaluate
learning
-prepares formative and summative test in the line with the curriculum
-employs non-traditional assessment technique (portfolio, journals, rubrics)
-identifies and addresses teaching-learning difficulties
-uses tools for assessing authentic learning
Monitor regularly and provides feedback on learners understanding of content
-provides timely and accurate feedback to learners to encourage them to reflect and
monitor their own learning growth
-keep accurate records of grades/performance levels of learners
-conducts regular meeting with learners and parents to report learners progress and other
school activities
DOMAIN 6
Community linkages
Establishes learning environments that respond to the aspirations of the community
-involves community in sharing accountability for the learners achievement
DOMAIN 7
Personal growth and development
Personal Growth and Professional Development
Takes pride in the nobility of teaching as a profession
Builds professional link with colleagues to enrich teaching practice
Reflects on the extent of the attainment of learning goals
Takes pride in the nobility of teaching a profession
TEACHERS CATEGORIES
Teaching Learners to be Self-Directed. The idea of identifying teachers by verbs come from
an article by Dennis Fox, cited in full article by Gerald Grow.
The Stage 1 Teacher Verbs used to describe this teaching styles:
Tell, impart, transmit, give, propound, convey, expound, transfer, direct, fill, inform, coach,
input, drill, condition.
The Stage 3 Teachers Verbs used to describe the Stage 3 teaching style:
Lead, guide, initiate, help, show, point the way, explore, facilitate, discuss, share, participate,
offer, suggest, negotiate, collaborate, validate.
The Stage 4 Teacher Verbs used to describe the Stage 4 teaching styles:
Cultivate, encourage, nature, develop, foster, enable, bring out, mentor, plant, challenge, and
advise.