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Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE


COLLEGE OF TEACHER EDUCATION
North Cluster
Santa Maria Campus
Sta. Maria, Ilocos Sur

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

Competency-based means that the standards or criteria for characterizing


good teaching and defined in terms of what the teacher is competent to do. Instead
of defining good teaching in terms of teachers credentials. LET scores, grades in
graduate school, degrees, and personality traits and so on, the teachers are looked
up at what they can do competently

WHO SHOULD USE THE NCBTS?


Anyone interested to improve his teaching practices
Teacher-Education Institutions
PCR for licensure Examination for Teachers
Organizations/Agencies that provide INSET
DepEd for hiring, promotion and supervision
Award-winning bodies to define criteria for outstanding teachers
How should teachers use the NCBTS?
As guide for current teaching practices
As framework for creating new practices
As guidepost for planning and professional development goals
As a common language for discussing teaching practices with other teachers.

How was the NCBTS decided?


A technical working group was set for consultation composed of:
Classroom teachers, master teachers
School heads, principals, supervisors, superintendent, regional directors
Teacher-education institutions
NGOs
and other government agencies like DepEd, CHED, PRC, CSC and NEDA

How does NCBTS define good teaching?


The competency based standards are recognized hierarchically. The basic level
categories of the standards are seven domains.
The seven domains are:
1. Social regard for learning
2. Learning environment
3. Diversity of teachers
4. Curriculum
5. Planning, assessing and reporting
6. Community linkages
7. Personal growth and development

;
DOMAIN I
Social regard for learning

Act as a role model for students


Implements school policies and procedures
Demonstrate punctuality
Maintains appropriate appearance
In careful about the effect of ones behaviour on students
Shows respect for the other persons and their ideas

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

-uses community as laboratory for learning

-participates in community activities that promote learning

-uses community networks to apply classroom learning to the community.

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

o Maintains stature and behaviour that upholds the dignity of teaching.


o Allocates time to personal and professional development through seminars, workshops,
research
o Manifests personal qualities such as enthusiasm, flexibility and caring
o Articulates and demonstrates ones personal philosophy of teaching.

Build professional links with colleagues to enrich teaching practice

o Keeps abreast with recent developments in education


o Links with other institutions, organizations for sharing best practices.

Reflects on the extent of the attainment of professional development goals


o Reflects on the quality of his/her own teaching
o Improves teaching performance based on feedback from students, peers and superiors.
o Accepts personal accountability learners to achievement and performance
o Uses self-evaluation to recognize and enhance ones strength and correct ones weaknesses

Takes pride in the nobility of teaching as a profession


o maintains stature and behavior that upholds the dignity of teaching
o allocates time to personal and professional development through seminars, workshops,
research
o manifest personal qualities such us enthusiasm, flexibility and caring
o articulate and demonstrate ones personal philosophy of teaching

Builds professional links with colleagues to enrich teaching practice


o keeps abreast with recent development in education
o links with other institutions, organizations for sharing best practices

Reflects on the extent of the attainment of professional development goals


o reflects on the quality of his/her own teaching
o improves teaching performance based on feedback from students, peers and superiors
o accept personal accountability learners to achieve and performance
uses self-evaluation to recognize and enhance ones strength and correct ones weaknesses

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 2 Teacher Verbs used to describe this teaching style:


Develop, mold, produce, instruct, reinforce, prepare, direct, demonstrate, push motivate,
inspire, shape, drive, persuade, sell, and train.

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.

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