The National Competency Based Teacher

Standard
The national competency based teacher standards is an integrated theoretical framework
that defines the different dimensions of effective teaching. Teacher education and
development program. (TEDP)
NCBTS provides single framework that shall define effective teaching in all aspects of a
teacher's professional life and in all phases of teacher development.
(NCBTS) is whether teachers are competent in helping students learn. It's clear to all
concerned.it provides concrete guideposts to help teachers become better.
Standards refer to more specific dimensions of positive teacher practices under the broad
conceptual domain. These are concrete, observable and measurable teacher behavior,
actions, habits, routines, and practices know to create, facilities, and support enhance
students learning.
Social regard for learning, learning environment, diversity of teachers ,curriculum, planning
,assessing and reporting, community linkages, personal growth and development.
This domain focuses on the ideal that teacher serve as positive and powerful role models of
the values of the pursuit of learning of different kinds of effort to learn. The teacher's
actions, statements, and different types of social interactions with the students exemplify
this ideal.
Strands of derived teaching performance indicator 1.1.Acts as a positive role model for
students 111 implement school policies and procedures 112.demonstrates punctuality
113.maintaines appropriate appearance 114.is carful about the effect of ones behavior on
students 115.shows respect for other persons and their ideas.
This domain focuses on the importance of providing for a social, psychological and physical
environment within which all students, regardless of their individual differences in learning
can engage into different learning activities and work toward attaining high standards of
learning.
Standards of desired teaching performance indicators 21.greates an environment that
promotes fairness 211.maintains a learning environment of courtesy and respect for
different learners.212.provides gender-fair opportunities for learners
learning213.recognizes that every learner has strengths.22.makes the physical environment
safe and conducive to learning 221.maintain a safe, clean and orderly classroom free from
distractions 222.arrange challenging activities given the physical
environment.23.communicates higher learning expectation231.uses individual and co-
operative learning activities to improve capacities of learners for higher
learning.232.encourage learners to ask questions233.provides learners with a variety of
learning experiences234.provides varied enrichment activities to nurture the desire for
further learning235.communicates and maintains high standard for learning
performance.24.establishes and maintains consistent standard of learners behavior
241.handles behavior problem quickly and with due respect to children's rights 242.gives
timely feedback to reinforce appropriate to learners behavior 243. Guides individual
learners requiring development of appropriate social.244, communicates and enforces
school policies and procedures for appropriate learner behavior 245.encourage free
expression of ideas from student's 246.creats stress-free environment.
This domain emphasizes the idea that the teachers can facilities the learning process in
diverse learners by recognizing first and respecting individual differences, then using
knowledge about student's differences to design diverse sets of learning activities to ensure
that all students can attain desired learning goal.
315. is familiar with learners background knowledge and experiences 311.obtains
information on the learning styles, multiple intelligences and needs of learners 312.select
learning experience suited to different kind of learners313established goals that define
appropriate expectations for all learners 314.paces lessons appropriate to need and/or
difficulties of learners 315.initaites other learners approaches for learners whose needs
have not been met by usual approaches.
32. Concern for holistic development of learners 321.recognizes multi-cultural background
of learners when providing learning opportunities 322.addopts strategies to address needs
of differently abled students 322.makes appropriate adjustments for learners of different
socio-economic backgrounds.
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
The national competency based teacher standards (NCBTS) order No.52, s.2007 and DepED
order No.32, s.2009.and Reform Agenda (RA.10533 in 20 (BESRA) 13 has changed the
landscape of teacher quality requirements in the Philippines), and Basic Education
assistance education (STRIVE) project and the Third elementary education project (TEEP).
Quality education. This standards help teachers assess their own practices as they aspire for
personal growth This reform (teacher quality from pre-service education to in-service
training) that set of standards makes explicit what teachers should know be able to do and
value to achieve competence, improved student learning outcomes, and eventually and
professional development.
The standards describe the expectations of teachers increasing levels of knowledge,
practice, and professional engagement. And allow to teacher that growing understanding,
applied with increasing sophistication across a broader and more complex range of
teaching/learning situations.
Quality teachers in the Philippines need to possess the following characteristics:
.Recognize, mastery of content knowledge, across curriculum areas, application of theories
and principles of teaching and learning. Display proficiency in mother tongue and English,
exhibit the needed skills in the use of communication strategies, teaching strategies and
technologies to promote high quality learning outcomes.
.provide learning environments that are safe, secure, fair and supportive in order to
promote learner responsibility and achievement.
.establish learning environments
.interact with the national and local curriculum requirements.
.apply a variety of assessment tools and strategies in monitoring, evaluating, documenting
and reporting learners needs, progress and achievement.
.establish school community partnerships aimed at enriching the learning environment as
well as the community's engagement in the educative process.
.value personal growth and professional development and exhibit high personal regard for
the profession by maintaining qualities that uphold the dignity of teaching such as caring
attitude, respect and integrity.
COMPARE:
NCBTS provides single framework that shall define effective teaching in all aspects of a
teacher's professional life and in all phases of teacher development.
(NCBTS) is whether teachers are competent in helping students learn. It's clear to all
concerned.it provides concrete guideposts to help teachers become better. Standards refer
to more specific dimensions of positive teacher practices under the broad conceptual
domain. This is totalizing and incorporates all teachers as teach and students as a learners.
Assume accordingly all teacher professionalizing, and every didactic tool is standard and
readiest for didactics.
But in the PPST we can see that Reform Agenda (RA.10533 in 20 (BESRA) 13 has changed the
landscape of teacher quality requirements in the Philippines). This standards help teachers
assess their own practices as they aspire for personal growth This reform (teacher quality
from pre-service education to in-service training) that set of standards makes explicit what
teachers should know be able to do and value to achieve competence, improved student
learning outcomes, and eventually and professional development.
Because this educational ministration provided some training for advance of teacher
knowledge, and any teacher must following this programs. Teacher have become up to date
of knowledge with technological world.
CONCLUSION:
Teacher play a crucial role in nation building. Through quality teachers, who can develop
holistic learners who are steeped in values, equipped with 21 st century skills. And able to
propel the country to development and progress. Good teachers are vital to raising student
achievement, quality learning is contingent upon quality teaching. The changes brought
about by various national and global frameworks and the changing character of the 21st
century learners necessitate improvement and adaptability of education, and rethinking of
the current teacher standards. And become synchronous with world knowledge. According
this Philippines department of education instates PPST.
Reference: internet