TEACHING COMPETENCIES

1. Teaching Competencies
PREPARED BY: MARIA MERLLAN E. MIER

2. Objectives:
• Identify domains where teachers should be competent in doing their job;
• Analyze various activities done by teachers in the school; and
• Reflect on the importance of developing teachers’ competence in different
domains.

3. DOMAINS OF TEACHING COMPETENCE
NCBTS
Global
Teacher
Educational
foundations
Learning
Environment
Diversity of
Learners
Curriculum and
Instruction
Community
Linkages
Assessment
and Evaluation
Professional
Growth
School
Leadership
Classroom
Management

4. The teaching profession is a dynamic field that requires teachers to excel in
different domains. As professionals, teachers should demonstrate competence
and knowledge in the different disciplines that influence education as a field of
study. These are what we call educational foundations.
As public servants, teachers need to establish good partnership with all
stakeholders and develop linkages with institutions and individuals. Teachers are
also expected to design and implement assessment and evaluation tools that
measure students success and learning progress.

5. A. National Competency-Based Teacher
Standards (NCBTS)
Table 1: CHED-TEC-Dep.Ed. National Competency-Based Teacher Standards
Domains Strands
1. Social Regard for
Learning
• Acts as positive role model for students
2. Learning
Environment
• Creates an environment that promotes fairness
• Makes physical environment safe and conducive to learning
• Communicates higher learning expectations to each learner
• Establishes and maintains consistent standards of learners
behavior
3. Diversity of
Learners
• Is familiar with learners background knowledge and
experiences
• Demonstrates concern for holistic development of learners

6. Domains Strands
4. Curriculum • Demonstrates mastery of the subject matter
• Communicates clear learning goals that are appropriate for
learners
• Make good use of allotted instructional time
• Selects teaching methods, learning activities and instructional
materials or resources appropriate to learners and aligned to
the objectives of the lesson
5. Planning,
Assessing and
Reporting
• Communicates promptly and clearly to the learners, parents
and superiors about the progress of the learners
• Develops and uses a variety of appropriate assessment
strategies to monitor and evaluate learning
• Regularly monitors and provides feedback on learners
understanding of content
6. Community
Linkages
• Establishes learning environment that respond to the
aspirations of the community
7. Personal Growth
and Professional
Development
• Takes pride in the nobility of teaching as profession
• Builds professional links with colleagues to enrich teaching
practice
• Reflects on the extent of the attainment of learning goals

7. B. Competencies for Global Teachers
A research was conducted by SEAMEO INNOTECH (2010) to identify important
competencies for teachers required by ASEAN countries. The result of this
research identified the following general areas of competencies of teachers for
21st century identified as part of the Teaching Competency Framework.
1) Facilitating the development of learners life and career skills
2) Creating a conducive learning environment
3) Facilitating learning
4) Preparing appropriate lesson plans in line with the school vision and mission
5) Developing higher-order thinking skills (HOTS)
6) Developing and utilizing teaching and learning resources
7) Enhancing ethical and moral values
8) Assessing and evaluating learner performance
9) Engaging in professional development
10) Networking with stakeholders especially with parents
11) Managing student welfare and other tasks

8. In 2010, SIREP (SEAMEO INNOTECH Regional Education Program) conducted a survey
of the pedagogical skills of teachers in all the Southeast Asian countries. The results are
the following ASEAN Teaching Competency Standards of a competent teacher.
1) Selects or states long-term goals and short-term measurable objectives based on a
prescribed national and/or school curriculum
2) Uses creative and innovative instructional strategies that are appropriate to a lessons
objectives and students abilities, interests and learning styles
3) Selects and uses appropriate resources and available technologies when teaching to
suit students abilities, interests and learning styles
4) Provides guided practice as necessary and reviews at appropriate time intervals
5) Uses up-to-date lessons
6) Sets learning objectives and outcomes that match the students real-life situations
7) Sequentially and attractively teaches lessons while taking account of students
learning
8) Provides students with learning opportunities during and outside school hours
9) Uses the appropriate medium of instruction
10) Encourages self-study
11) Demonstrates understanding of the educational context of the classroom and the
school community
12) Assesses students learning outcomes

9. C. Educational Foundations
Teachers should have a solid understanding of educational foundations.
These educational foundations are subjects and disciplines that have important
contribution to understanding of education as a field of study and educational
processes.
Standards that teachers need to know in the area of Educational Foundations:
 Demonstrate understanding of the historical foundations of education
especially on Philippine education, including contributions and ideas of
individuals and groups from diverse backgrounds.
 Analyze educational philosophies, theories and researches on education.
 Understand laws and policies related to education especially in Philippine
contexts.
 Identify social, cultural and economic factors that affect education of
learners.
 Integrate ideas and theories to understand the purposes and nature of
education as a discipline.

10. D. Learning Environment
The learning environment is very important in teaching and learning. Before the
school year starts, all teachers are busy preparing their classrooms, putting visual on
classroom walls, arranging chairs and tables, preparing visual aids and changing
bulletin board displays.
Standards that teachers need to know and practice in order to provide a positive
learning environment for students on any level:
 Understand various types of learning environments that accommodate various
needs and promote development of different types of learners.
 Understand the role of various agencies, families and communities in supporting
the development of learners.
 Design learning opportunities that nurture learners talents, critical thinking and
creativity.
 Create safe learning environment for all learners.
 Create learning environments that promote intercultural exchange among
learners.
 Commit to promote a learning environment that promotes respect, equity and
climate of high expectations.

11. E. Diversity of Learners
Teachers need to integrate various educational ideas, perspectives and
theories in planning instruction for all types of students. The problems
encountered when teaching and the different issues faced regarding learners
behavior show that there is a need for teachers to understand the different
learners.
Ball (2000) pointed out that the enormous complexities of todays world
require a new vision for schooling that responds to the needs of the global and
multicultural society in which we live.
Shim (2011) the classrooms are becoming more complex and diverse.
Things that all teachers need to know and practice in order to understand
students in any level:
 Cognitive, affective and psychomotor development of learners
 Influence of diversity factors on education
 Learning styles and thinking preferences of learners

12. ASSIGNMENT:
Reflect and write your answers on the following questions.
1) Interview teacher or school principals. How is NCBTS used in the development
and promotion of teachers?
2) Considering the ASEAN Integration initiatives, how do we mentor and prepare
teachers for global classrooms?
3) Using the NCBTS and the results of SEAMEO studies, what performs can be
introduced in the pre-service teacher education program in the country?