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National competency based teacher standards (ncbts)

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National competency based teacher standards (ncbts)

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National competency based teacher standards (ncbts)

  1. 1. National Competency-based Teacher Standards (NCBTS) GC 603 Structured Learning Experiences for Counselling and Management Group RICHARD M. BAÑEZ Presenter DR. ELSA C. CALLO Professor
  2. 2. Intended Learning Outcomes  identify educational reforms that rationalize the creation of competency- based standards for teachers;  explain the role of competency-based standards in teachers’ professional growth and development;  describe the structure of the National Competency-based Teacher Standards (NCBTS);  examine the various domains of NCBTS; and  relate the NCBTS to pre-service and in- service teachers’ training.
  3. 3. Teacher Education Development Plan (TEDP) Philippine Education for All (EFA) Plan 2015 Basic Education Sector Reform Agenda (BESRA) Inclusive Growth
  4. 4. Key BESRA changes  Schools as key providers of basic education continuously improve  Teachers as ethical & excellent professionals further enhance their contribution to learning outcomes  Learning basic competencies in Filipino, English, Science and Math is an institutional and social strategy  ECE, ALS and private schooling are key support interventions to public schooling  DepED as driver of institutional reform and development of basic education
  5. 5. Teacher Education Development Plan (TEDP)  DepEd’s articulation of a new paradigm for quality teaching  A common framework for understanding teaching quality  Policy initiatives to reform the teaching system and to improve teaching quality
  6. 6. The Old and New Paradigms The Traditional View The NCBTS View Teaching is a technical process, and the good qualities of this technical process are well defined. Teaching is facilitating learning, and the qualities of good teaching are defined in terms of whether students learn or not. Teacher knowledge is technical knowledge applicable to all learners and contexts. Teacher knowledge is essentially complex and problematic; applicability varies across learners and contexts.
  7. 7. The Old and New Paradigms The Traditional View The NCBTS View Teaching involves consistent application of technical knowledge. Teaching involves reflective and flexible application of technical knowledge in ways that best bring about student learning. Effective application of teacher knowledge dependent on prerequisite inputs in teaching environment. Effective teaching is determined within the limits and opportunities found in the learning environment.
  8. 8. Proposed Reforms  The articulation of a singular competency-based framework for teaching and teacher development that would guide all policies, reforms, and activities related to teaching and teacher development, and which shall be called the National Competency Based Teacher Standards (NCBTS).
  9. 9. Who Should Use the NCBTS?  TEI :to design and implement effective pre-service teacher education curricula.  PRC: 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 in defining their criteria for outstanding teachers.  The Department: 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.
  10. 10. Teacher Development Map Entry to Teacher Education DepEd / CSC/ HEIs CHED/TEIs/Schools PRC DepEd/CHED/TEIs Teacher Induction DepEd CHED/TEIs Retirement National Competency Based Teacher Standards In-Service Training And Continuing Professional Development/ Pre-Service Training Teacher Licensure Teacher Human Resource Planning, Recruitment, Selection, Deployment, and Recognition System
  11. 11. What is NCBTS? It is an integrated theoretical framework that defines the different dimensions of effective teaching.
  12. 12. What is NCBTS?  It draws from many existing positive expressions of good teaching found in Philippine experiences.  Good teaching is defined in terms of actual competencies associated with features of teaching in high-learning classroom activities.  The qualities of good teaching are unified under the teaching paradigm.
  13. 13. What is NCBTS?  The NCBTS is the proposed common framework for all teaching and teacher development programs in the Philippine formal education sector.  The NCBTS defines seven domains within which teachers can develop professionally.  Under each domain, specific strands and indicators are defined.
  14. 14. The NCBTS Structure DOMAIN 1: SOCIAL REGARD FOR LEARNING DOMAIN 7: PERSONAL & PROFESSIONAL GROWTH Teacher as a Learner DOMAIN 2: THE LEARNING ENVIRONMENT DOMAIN 3: THE DIVERSITY OF LEARNERS DOMAIN 4: CURRICULUM DOMAIN 5: PLANNING, ASSESSING & REPORTING DOMAIN 6: COMMUNITY LINKAGES Teacher as Facilitator of Learning Knowledge and Skills for Facilitating Learning Contextualization
  15. 15.  Teachers serve as positive and powerful role models of the values of the pursuit of learning and of the effort to learn.  Teachers’ actions, statements, and different types of social interactions with students exemplify this ideal. DOMAIN 1 Social Regard for Learning
  16. 16. DOMAIN 1 Social Regard for Learning Strand Acts as a positive role model for students Key Question Can my students appreciate and model the value of learning through my interactions with them?
  17. 17.  It focuses on the importance of providing for a social and physical environment within which all students, regardless of their individual differences in learning.  Teachers can engage students to the different learning activities and work towards attaining high standards of learning. DOMAIN 2 Learning Environment
  18. 18. DOMAIN 2 Learning Environment Strands Creates an environment that promotes fairness Makes the physical environment safe and conducive to learning Communicates higher learning expectations to each learner Establishes and maintains consistent standards of learners’ behavior Key Questions Do I create a social environment in my class where my students feel that they are treated fairly? Do I create a physical environment in my class where my students feel that they are safe and able to learn? Do I create a classroom atmosphere that encourages students to attain high levels of learning? Do I create a consistent and orderly social climate and organization in the classroom for my students?
  19. 19.  It emphasizes the ideal that teachers can facilitate the learning process in diverse types of learners: ― recognizing and respecting individual differences ― using knowledge about students’ differences  Teachers design diverse sets of learning activities to ensure that all students can attain appropriate learning goals. DOMAIN 3 Diversity of Learners
  20. 20. DOMAIN 3 Diversity of Learners Strands Is familiar with learners’ background knowledge and experiences Demonstrates concern for holistic development of learners Key Questions Can I help my students learn whatever their capabilities, learning styles, cultural heritage, socio-economic backgrounds, and other differences are? Do my students feel that I am trying to help them learn, whatever their capabilities, learning styles, cultural heritage, socio-economic backgrounds, and other differences are?
  21. 21.  It 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, teaching learning approaches and activities, instructional materials and learning resources. DOMAIN 4 Curriculum
  22. 22. DOMAIN 4 Curriculum Strands Demonstrates mastery of the subject Communicates clear learning goals for the lessons that are appropriate for learners Makes 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?
  23. 23. DOMAIN 4 Curriculum Key Questions Do my students see how well I understand the subject matter I am teaching that they understand and appreciate the importance of the lessons? Can my students see and appreciate the value of the curricular goals and objectives I have set for the different lessons in my class? Am I able to help my students attain all the curricular goals within the time provided in the school calendar? Do I use teaching- learning activities and learning resources efficiently to challenge my students to meet high levels of mastery and understanding of curricular objectives?
  24. 24.  This 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.  It 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 5 Planning, Assessing and Reporting
  25. 25. DOMAIN 5 Planning, Assessing and Reporting Strands Communicates promptly and clearly to learners, parents, and superiors about the progress of learners. Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning. Monitors regularly and provides feedback on learners’ understanding of content Key Questions Do I provide my stakeholders timely and accurate information about my students’ learning progress? Do I assess my students’ learning and knowledge using appropriate educational assessment procedures, and use the information from these assessment procedures in planning my teaching- learning activities for the students? Do I provide regular feedback to each student about their level of learning?
  26. 26.  It deals with the ideal that school activities are meaningfully linked to the experiences and aspirations of the students in their homes and communities.  It 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 6 Community Linkages
  27. 27. DOMAIN 6 Community Linkages Strand Establishes learning environments that respond to the aspirations of the community Key Question Are the goals and characteristics of the teaching- learning activities I implement relevant to the experiences, values and aspirations in my students’ communities?
  28. 28.  It emphasizes the ideal that teachers value having a high personal regard, concern for professional development, and continuous improvement as teachers. DOMAIN 7 Personal Growth and Professional Development
  29. 29. DOMAIN 7 Personal Growth and Professional Development Strands Takes pride in the nobility of teaching as a profession. Builds professional links with colleagues to enrich teaching practice. Reflects on the extent of the attainment of learning goals. Key Questions Do my actions and statements indicate a high regard for the teaching profession and for my continuous development as a professional teacher? Do I try to learn from other colleagues in the teaching profession to improve my teaching practice? Am I aware of the extent to which my practices as a teacher influence my students’ attainment of the learning goals?
  30. 30. NCBTS in Pre-Service Teachers
  31. 31. NCBTS in LET PRINCIPLES OF TEACHING, EDUCATIONAL TECHNOLOGY, CURRICULUM CURRICULUM DEVELOPMENT, FIELD STUDY, AND PRACTICE TEACHING 35%  Employ activities, teaching methods, instructional materials and technology, classroom management techniques appropriate for a chosen subject area 10%  Apply appropriate approaches to lesson planning and curriculum development 6%  Apply principles in the preparation and utilization of the conventional and non-conventional technology as well as traditional and alternative teaching strategies 5%  Align curriculum components to instruction and assessment 5%  Distinguish the roles of stakeholders (students, teachers, employers, parents, and community) in the delivery of the curriculum 1%  Use activities that enhance critical, creative, and metacognitive reading skills 5%  Analyze extrinsic and intrinsic factors that affect reading performance 3%
  32. 32. How Should Teachers Use the NCBTS?  As a guide to reflect on their current teaching practices;  As a framework for creating new teaching practices  As a guidepost for planning for professional development goals  As a common language for discussing teaching practices with other teachers  As the guide for thinking critically about whether the teacher’s current practices are helping students attain the learning goals in the curriculum.
  33. 33. Intended Learning Outcomes  identify educational reforms that rationalize the creation of competency- based standards for teachers;  explain the role of competency-based standards in teachers’ professional growth and development;  describe the structure of the National Competency-based Teacher Standards (NCBTS);  examine the various domains of NCBTS; and  Relate the NCBTS to pre-service and in- service teachers’ training.
  34. 34. that is filled with colors and lines Life is an artwork which are combined harmoniously to create an image of beauty; it is also shaded with making it difficult yet challenging for us fear, burden, and frustration - R. Bañez

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