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Department of Education
     NATIONAL
COMPETENCY-BASED
TEACHER STANDARDS
      (NCBTS)
 A PROFESSIONAL DEVELOPMENT GUIDE
       FOR FILIPINO TEACHERS
Department of Education

                      Outline

•What is BESRA?

•What is the NCBTS?

•Why do we need the NCBTS?

•Who should use the NCBTS?

•How should teachers use the NCBTS?
Department of Education
                     Outline
•How can the NCBTS help teaching improve their
teaching?

•How does the NCBTS define good teaching?

•What are the seven domains of good teaching?
Department of Education




 Philippine Education
                          Basic Education Sector
for All (EFA) Plan 2015   Reform Agenda (BESRA)
Department of Education

 Key BESRA changes as of today
KRT 1: Schools as key providers of basic education
  continuously improve
KRT 2: Teachers as ethical & excellent professionals
  further enhance their contribution to learning outcomes
KRT 3: Learning basic competencies in Filipino, English,
  Science and Math is an institutional and social strategy
KRT 4: ECE, ALS and private schooling are key support
  interventions to public schooling
KRT 5: DepED as driver of institutional reform and
  development of basic education
Department of Education
  Traditional Paradigm                    New Paradigm
• Teaching is a technical process    • Teaching is facilitating learning,
                                       & the qualities of good teaching
• Teacher knowledge is technical       are defined in terms of whether
  knowledge applicable to all          students learn or not
  learners and contexts
                                     • Teacher knowledge is essentially
• Teaching involves consistent         complex and problematic;
  application of technical             applicability varies across
  knowledge                            learners and contexts
• Effective application of teacher   • Teaching involves reflective &
  knowledge dependent on               flexible application of technical
  prerequisite inputs in teaching      knowledge that best bring about
  environment.                         student learning
                                     • Effective teaching is determined
                                       within the limits and
                                       opportunities found in the
                                       learning environment.
Department of Education
What is NCBTS? It is an integrated theoretical
            framework that defines the different
            dimensions of effective teaching

Why Do We Need the NCBTS?
               - Provides a single framework that define
               effective teaching in all aspects of a teacher’s
               professional life & in all phases of teacher
               development.
               - Minimize confusion about what effective
               teaching is.
               - Provides a better guide for all teacher
               development programs & projects from the
               school-level up to the national level.
Department of Education

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.
Department of Education

 Most important, individual teachers in all the public
elementary and high schools all over the country shall
  use the NCBTS for their professional development
                     activities.
Department of Education

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.
Department of Education
How Can the NCBTS Help Teachers Improve Their
Teaching?

First, it makes certain assumptions about improving teaching. NCBTS
assumes that:

- Individual teachers have various types and levels of motivation.
- Individual teachers have different capabilities.
- Individual teachers have diverse ranges of opportunities to teach
better, in whatever situations they are.
- The process of improving teacher is an individual process, but this is
sustained and enhanced when the efforts are collaborative and
synergistic among communities of teachers.
Department of Education
How Can the NCBTS Help Teachers
Improve Their Teaching?

- The full impact on student learning is best achieved by
integrated and cumulative improved efforts of many
teachers.
- The qualities of good teaching are found in individual
teachers, but these are strengthened & valued more
when it is supported by communities of teachers &
educators.
- Teachers personal efforts are enhanced when groups
of teachers work together to improve their teaching and
when the immediate and larger work environment
supports the efforts of the teachers.
Department of Education
How Does the NCBTS Define Good Teaching?

               Domains. a distinctive sphere of the teaching-
               learning process, and is also a well-defined arena
               for demonstrating positive teacher practices.

               Strands. specific dimensions of positive teacher
               practices under the broad conceptual domain.

               Indicators are concrete, observable, and
               measurable teacher behaviors, actions, habits,
               actions, routines, and practices known to create,
               facilitate, and support enhanced student learning.
Department of Education
How Does the NCBTS Define Good Teaching

 Nature/quality: “How well are the essential qualities or critical
 features demonstrated/observed in the positive teacher practices?”

 Frequency, consistency and appropriateness: “How often is the
 ideal teaching practice demonstrated?”, “Is the demonstration
 appropriate to the particular teacher-learning process?”, and “Is the
 teacher consistent in demonstrating this ideal?”

 Self-awareness: “Is the teacher aware or mindful of the premises,
 rationale, nature, and effects of the demonstrated teacher-learning
 process?”
Department of Education

        DOMAIN 1: SOCIAL REGARD
            FOR LEARNING


        DOMAIN 2: THE LEARNING
            ENVIRONMENT


        DOMAIN 3: THE DIVERSITY
            OF LEARNERS



         DOMAIN 4: CURRICULUM


         DOMAIN 5: PLANNING,
        ASSESSING & REPORTING


         DOMAIN 6: COMMUNITY
              LINKAGES


          DOMAIN 7: PERSONAL
        GROWTH & PROFESSIONAL
            DEVELOPMENT
Department of Education
Social Regard for Learning
             Strand 1.1: Acts as a positive role model for students



                                                 Specific Questions for the
Key Question for the Teacher:                             Teacher:
                                             “Can my students see and appreciate the
“Can my students appreciate and model         value of pursuing learning by looking at
   the value of learning through my          my various actions and statements in the
       interactions with them?”                             classroom?”

                                             “Can my students see and appreciate the
                                              value of exerting effort to learning by
                                                looking at my various actions and
                                                  statements in the classroom?”

                                               “Do I demonstrate and exemplify the
                                                values of learning and efforts in the
                                             various actions and statements I make in
                                                       front of my students?”
Department of Education
Learning Environment
             Strand 2.1:Creates an environment that promotes fairness



                                         Specific Questions for the Teacher:
       Key Question for the              “Do all my students feel respected in my class,
                                           regardless of their gender, ability, religion,
            Teacher:                       socio-economic background, ethnicity, and
                                            other physical and social characteristics?”
     “Do I create a social environment      “Do I make all my students feel that their
    in my class where my students feel        individual strengths and resources are
                                              recognized and appreciated in class?”
       that they are treated fairly?”
                                         “Do all my students feel like they have as good
                                         a chance to learn and to achieve in my class as
                                                     their other classmates?”
                                         “Do I create a social climate and organization
                                          in the classroom where all my students can
                                           effectively engage the learning activities,
                                           regardless of their diverse capacities and
                                                resources as individual learners?
Department of Education
Learning Environment
    Strand 2.2:Makes the physical environment safe and conducive to
                               learning



       Key Question for the                 Specific Questions for the
            Teacher:                                 Teacher:
                                             “Is the physical environment in my
                                        classroom safe under the general conditions
          “Do I create a physical                      of our school?”
    environment in my class where my
     students feel that they are safe       “Is the physical environment in my
           and able to learn?”          classroom conducive to learning under the
                                            general conditions of our school?”

                                         “Are there ways of improving the physical
                                           environment in my classroom that are
                                              within my means as a teacher?”
Department of Education
Learning Environment
   Strand 2.3:             Communicates higher learning expectations to each
                                     learner


                                                  Specific Questions for the
                                                           Teacher:
          Key Question for the                “Do my students feel and understand that I
               Teacher:                         want them all to attain high levels of
                                                             learning?”

            “Do I create a classroom         “Do I encourage the students in my class to
          atmosphere that encourages            pursue their own learning goals and
        students to attain high levels of                  aspirations?”
          learning and achievement?”
                                              “Do I provide diverse opportunities for the
                                               different students in my class to nurture
                                              their desire and aspirations for high levels
                                                             of learning?”
Department of Education
Learning Environment
    Strand 2.4:             Establishes and maintains consistent
                     standards of learners’ behavior


                                            Specific Questions for the
     Key Question for the                            Teacher:
                                          “Do I respond to learning and behavior
          Teacher:                          problems quickly, appropriately,
                                             respectfully, and consistently?”
     “Do I create a consistent and
      orderly social climate and        “Do I provide all my students with timely,
   organization in the classroom for     appropriate, and consistent feedback on
                                                their learning behaviors?”
             my students?”
                                        “Do I clearly communicate and consistently
                                         observe school and classroom policies on
                                            appropriate classroom behaviors?”
Department of Education
Diversity of Learners
    Strand 3.1:               Is familiar with learners’ background knowledge
                                   and experiences


                                                  Specific Questions for the
         Key Question for the                              Teacher:
              Teacher:                          “Can my students see that I recognize,
        “Can I help my students learn         accept, and respect the differences in their
                                                    backgrounds and capabilities?”
         whatever their capabilities,
      learning styles, cultural heritage,           “Am I familiar with the different
      socio-economic backgrounds, and         backgrounds, experiences, and capacities of
           other differences are?”                            my students?”
                                                    “Do I consider the differences in
                                              backgrounds, experiences, and capacities of
                                               my students in designing different learning
                                                          activities for them?”
                                                   “Do I set diverse, appropriate, and
                                                challenging learning goals for different
                                                  students, in consideration of their
                                                    differences in backgrounds and
                                                              capabilities?”
Department of Education
Diversity of Learners
             Strand 3.2:             Demonstrates concern for holistic
                                development of learners



           Key Question for the                    Specific Questions for the
                                                            Teacher:
                Teacher:                       “Do I set clear, challenging, but achievable
                                                learning goals for all students in my class,
         “Do my students feel that I am        regardless of their individual differences?”
       trying to help them learn, whatever
                                                  “Do I create diverse types of learning
        their capabilities, learning styles,    activities that would help all my students
        cultural heritage, socio-economic       develop in all aspects of the curriculum?”
             backgrounds, and other
                differences are?”               “Am I sensitive to how individual students
                                               respond differently to the different learning
                                                          activities in my class?”
Department of Education
Curriculum
          Strand 4.1:               Demonstrates mastery of the subject


                                               Specific Questions for the
                                                        Teacher:
         Key Question for the               “Can I clearly and accurately explain the
                                           goals, procedures, and content involved in
              Teacher:                                      the lessons?”
                                             “Can I clearly and meaningfully show the
       “Do my students see how well I      relationships between the different lessons
       understand the subject matter I                    in the subject?”
       am teaching, enough that they            “Can I design learning activities and
                                               assessment procedures that are truly
        understand and appreciate the       aligned with the important objectives of
         importance of the lessons?”                        the lessons?”
                                                “Can I present the subject matter in
                                            meaningful and relevant ways that engage
                                             the students’ interest and motivation to
                                                               learn?”
                                           “Can I encourage my students to
                                           engage in higher order thinking in
                                            my class and interact with them
                                                    appropriately?”
Department of Education
Curriculum
         Strand 4.2:    Communicates clear learning goals for the
                lessons that are appropriate for learners



       Key Question for the                 Specific Questions for the
            Teacher:                                 Teacher:
                                            “Am I clear about what my learning goals
                                                are for my different students?”
        “Can my students see and
       appreciate the value of the          “Do my students understand the learning
     curricular goals and objectives I          goals that I have set for them?”
   have set for the different lessons in   “Do the students adopt the learning goals I
                my class?”                 have set for the lesson as their own goals in
                                                            my class?”
Department of Education
Curriculum
     Strand 4.3:               Makes good use of allotted instructional time



                                              Specific Questions for the
         Key Question for the                          Teacher:
              Teacher:                      “Do I design lessons that would allow
                                              various learning objectives to be
       “Am I able to help my students           addressed in an efficient and
        attain all the curricular goals             meaningful fashion?”
       within the time provided in the
              school calendar?”                  “Do I establish routines and
                                             procedures to allow my students to
                                                engage the different learning
                                                   activities efficiently?”

                                               “Do I plan lessons in ways that
                                                consider the amount of time
                                             students need to effectively attain
                                             the learning goals of the lessons?”
Department of Education
Curriculum
       Strand 4.4:           Selects teaching methods, learning activities and
          instructional materials or resources appropriate to learners and
                       aligned to the objectives of the lesson




              Key Question for the                 Specific Questions for the
                   Teacher:                                 Teacher:
                                                     “Do I plan for and implement a
         “Do I use teaching-learning activities      variety of appropriate teaching-
         and learning resources efficiently to    learning activities to help my diverse
          challenge my students to meet high      students attain the curricular goals?”
         levels of mastery and understanding           “Do I plan for and use varied
               of curricular objectives?”          instructional materials and learning
                                                       resources to help my diverse
                                                  students attain the objectives of the
                                                                 lessons?”
                                                  “Am I able to align the activities and
                                                  available learning resources with my
                                                   students learning styles, goals, and
                                                            other differences?”
Department of Education
Planning, Assessing and Reporting
       Strand 5.1:         Communicates promptly and clearly to learners,
             parents, and superiors about the progress of learners.



                                             Specific Questions for the
            Key Question for the                      Teacher:
                 Teacher:                     “Do my students know about their
                                             own progress and attainment of the
           “Do I provide my stakeholders          learning goals in my class?”
         (learners, parents and superiors)   “Do the parents of my students get
         timely and accurate information      regular and accurate feedback on
            about my students’ learning         their children’s progress in my
                     progress?”                              class?”

                                              “Do my superiors in school know
                                             about the general progress of the
                                             students in my class in relation to
                                                  the curriculum goals?”
Department of Education
Planning, Assessing and Reporting
           Strand 5.2:         Develops and uses a variety of appropriate
               assessment strategies to monitor and evaluate learning.



            Key Question for the                    Specific Questions for the
                 Teacher:                                    Teacher:
                                                      “Do I use effective and appropriate
       “Do I assess my students’ learning and       educational assessment procedures to
                                                     determine whether my students are
            knowledge using appropriate           learning during the different parts of the
        educational assessment procedures,               teaching-learning activities?”
        and use the information from these              “Do I use a variety of educational
       assessment procedures in planning my          assessment procedures to determine
         teaching-learning activities for the        whether my students are learning?”
                                                       “Do I use the results of the various
                     students?”
                                                educational assessment procedures to guide
                                                    how I plan, implement, and revise the
                                                teaching-learning activities I prepare for my
                                                                    students?”
Department of Education
Planning, Assessing and Reporting

           Strand 5.3:        Monitors regularly and provides feedback on
                           learners’ understanding of content



                                                 Specific Questions for the
         Key Question for the                             Teacher:
              Teacher:                       “Do I have regular assessment procedures to
                                               track each student’s level of learning?”
      “Do I provide regular feedback to          “Do I keep accurate records of each
      each student about their level of       student’s progress and level of learning?”
                  learning?”
                                                “Do I provide appropriate and timely
                                             feedback for students to help them monitor
                                                         their own learning?
Department of Education
Community Linkages
            Strand 6.1:         Establishes learning environments that respond
                              to the aspirations of the community



                                                  Specific Questions for the
          Key Question for the                                  Teacher:
                                                  “Can my students see how the goals and
               Teacher:                         activities in school relate to the values and
                                               aspirations in their homes and communities?”
       “Are the goals and characteristics
      of the teaching-learning activities I   “Do I draw from resources, ideas, and activities
           implement relevant to the           from my students’ communities in my teaching-
                                                           learning activities?”
      experiences, values and aspirations
        in my students’ communities?”         “Do I try to involve members of the community
                                              in supporting the learning goals of my classes?”
Department of Education
Personal Growth and Professional
Development
          Strand 7.1:               Takes pride in the nobility of teaching as a
                                         profession.

                                                    Specific Questions for the
                                                             Teacher:
             Key Question for the
                                                “Can my colleagues see in my actions and
                  Teacher:                      statements how I value my profession as a
                                                               teacher?”
           “Do my actions and statements
            indicate a high regard for the      “Do I take systematic steps to ensure that I
                                                     continuously improve myself as a
           teaching profession and for my
                                                           professional teacher?”
            continuous development as a
                professional teacher?”          “Am I enthusiastic about my responsibilities
                                                              as a teacher?”
Department of Education
Personal Growth and Professional Development
        Strand 7.2:             Builds professional links with colleagues to
                               enrich teaching practice



                                                  Specific Questions for the
                                                           Teacher:
           Key Question for the               “Do I engage other teachers in my school in
                Teacher:                         discussions to improve our teaching
                                                              practices?”
           “Do I try to learn from other        “Do I participate in some professional
            colleagues in the teaching        teacher organizations that aim to improve
        profession to improve my teaching                teaching practice?”
                     practice?”
                                               “Can I say that I am well-informed about
                                                 recent developments in education?
Department of Education
Personal Growth and Professional Development
     Strand 7.3:              Reflects on the extent of the attainment of
                                   learning goals



                                                 Specific Questions for the
          Key Question for the                            Teacher:
               Teacher:                     “Do I recognize the strong and weak aspects
                                            of my teaching that may or may not help my
                                                        students learning?”
      “Am I aware of the extent to which
      my practices as a teacher influence       “Do I feel responsible for the level of
        my students’ attainment of the       learning and achievement of my students?”
               learning goals?”
                                             “Do I try to improve my teaching so that my
                                                       students can learn more?”
Department of Education
Thank You

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National Competency Based Teachers Standard

  • 1. Department of Education NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS
  • 2. Department of Education Outline •What is BESRA? •What is the NCBTS? •Why do we need the NCBTS? •Who should use the NCBTS? •How should teachers use the NCBTS?
  • 3. Department of Education Outline •How can the NCBTS help teaching improve their teaching? •How does the NCBTS define good teaching? •What are the seven domains of good teaching?
  • 4. Department of Education Philippine Education Basic Education Sector for All (EFA) Plan 2015 Reform Agenda (BESRA)
  • 5. Department of Education Key BESRA changes as of today KRT 1: Schools as key providers of basic education continuously improve KRT 2: Teachers as ethical & excellent professionals further enhance their contribution to learning outcomes KRT 3: Learning basic competencies in Filipino, English, Science and Math is an institutional and social strategy KRT 4: ECE, ALS and private schooling are key support interventions to public schooling KRT 5: DepED as driver of institutional reform and development of basic education
  • 6. Department of Education Traditional Paradigm New Paradigm • Teaching is a technical process • Teaching is facilitating learning, & the qualities of good teaching • Teacher knowledge is technical are defined in terms of whether knowledge applicable to all students learn or not learners and contexts • Teacher knowledge is essentially • Teaching involves consistent complex and problematic; application of technical applicability varies across knowledge learners and contexts • Effective application of teacher • Teaching involves reflective & knowledge dependent on flexible application of technical prerequisite inputs in teaching knowledge that best bring about environment. student learning • Effective teaching is determined within the limits and opportunities found in the learning environment.
  • 7. Department of Education What is NCBTS? It is an integrated theoretical framework that defines the different dimensions of effective teaching Why Do We Need the NCBTS? - Provides a single framework that define effective teaching in all aspects of a teacher’s professional life & in all phases of teacher development. - Minimize confusion about what effective teaching is. - Provides a better guide for all teacher development programs & projects from the school-level up to the national level.
  • 8. Department of Education 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.
  • 9. Department of Education Most important, individual teachers in all the public elementary and high schools all over the country shall use the NCBTS for their professional development activities.
  • 10. Department of Education 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.
  • 11. Department of Education How Can the NCBTS Help Teachers Improve Their Teaching? First, it makes certain assumptions about improving teaching. NCBTS assumes that: - Individual teachers have various types and levels of motivation. - Individual teachers have different capabilities. - Individual teachers have diverse ranges of opportunities to teach better, in whatever situations they are. - The process of improving teacher is an individual process, but this is sustained and enhanced when the efforts are collaborative and synergistic among communities of teachers.
  • 12. Department of Education How Can the NCBTS Help Teachers Improve Their Teaching? - The full impact on student learning is best achieved by integrated and cumulative improved efforts of many teachers. - The qualities of good teaching are found in individual teachers, but these are strengthened & valued more when it is supported by communities of teachers & educators. - Teachers personal efforts are enhanced when groups of teachers work together to improve their teaching and when the immediate and larger work environment supports the efforts of the teachers.
  • 13. Department of Education How Does the NCBTS Define Good Teaching? Domains. a distinctive sphere of the teaching- learning process, and is also a well-defined arena for demonstrating positive teacher practices. Strands. specific dimensions of positive teacher practices under the broad conceptual domain. Indicators are concrete, observable, and measurable teacher behaviors, actions, habits, actions, routines, and practices known to create, facilitate, and support enhanced student learning.
  • 14. Department of Education How Does the NCBTS Define Good Teaching Nature/quality: “How well are the essential qualities or critical features demonstrated/observed in the positive teacher practices?” Frequency, consistency and appropriateness: “How often is the ideal teaching practice demonstrated?”, “Is the demonstration appropriate to the particular teacher-learning process?”, and “Is the teacher consistent in demonstrating this ideal?” Self-awareness: “Is the teacher aware or mindful of the premises, rationale, nature, and effects of the demonstrated teacher-learning process?”
  • 15. Department of Education DOMAIN 1: SOCIAL REGARD FOR LEARNING DOMAIN 2: THE LEARNING ENVIRONMENT DOMAIN 3: THE DIVERSITY OF LEARNERS DOMAIN 4: CURRICULUM DOMAIN 5: PLANNING, ASSESSING & REPORTING DOMAIN 6: COMMUNITY LINKAGES DOMAIN 7: PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT
  • 16. Department of Education Social Regard for Learning Strand 1.1: Acts as a positive role model for students Specific Questions for the Key Question for the Teacher: Teacher: “Can my students see and appreciate the “Can my students appreciate and model value of pursuing learning by looking at the value of learning through my my various actions and statements in the interactions with them?” classroom?” “Can my students see and appreciate the value of exerting effort to learning by looking at my various actions and statements in the classroom?” “Do I demonstrate and exemplify the values of learning and efforts in the various actions and statements I make in front of my students?”
  • 17. Department of Education Learning Environment Strand 2.1:Creates an environment that promotes fairness Specific Questions for the Teacher: Key Question for the “Do all my students feel respected in my class, regardless of their gender, ability, religion, Teacher: socio-economic background, ethnicity, and other physical and social characteristics?” “Do I create a social environment “Do I make all my students feel that their in my class where my students feel individual strengths and resources are recognized and appreciated in class?” that they are treated fairly?” “Do all my students feel like they have as good a chance to learn and to achieve in my class as their other classmates?” “Do I create a social climate and organization in the classroom where all my students can effectively engage the learning activities, regardless of their diverse capacities and resources as individual learners?
  • 18. Department of Education Learning Environment Strand 2.2:Makes the physical environment safe and conducive to learning Key Question for the Specific Questions for the Teacher: Teacher: “Is the physical environment in my classroom safe under the general conditions “Do I create a physical of our school?” environment in my class where my students feel that they are safe “Is the physical environment in my and able to learn?” classroom conducive to learning under the general conditions of our school?” “Are there ways of improving the physical environment in my classroom that are within my means as a teacher?”
  • 19. Department of Education Learning Environment Strand 2.3: Communicates higher learning expectations to each learner Specific Questions for the Teacher: Key Question for the “Do my students feel and understand that I Teacher: want them all to attain high levels of learning?” “Do I create a classroom “Do I encourage the students in my class to atmosphere that encourages pursue their own learning goals and students to attain high levels of aspirations?” learning and achievement?” “Do I provide diverse opportunities for the different students in my class to nurture their desire and aspirations for high levels of learning?”
  • 20. Department of Education Learning Environment Strand 2.4: Establishes and maintains consistent standards of learners’ behavior Specific Questions for the Key Question for the Teacher: “Do I respond to learning and behavior Teacher: problems quickly, appropriately, respectfully, and consistently?” “Do I create a consistent and orderly social climate and “Do I provide all my students with timely, organization in the classroom for appropriate, and consistent feedback on their learning behaviors?” my students?” “Do I clearly communicate and consistently observe school and classroom policies on appropriate classroom behaviors?”
  • 21. Department of Education Diversity of Learners Strand 3.1: Is familiar with learners’ background knowledge and experiences Specific Questions for the Key Question for the Teacher: Teacher: “Can my students see that I recognize, “Can I help my students learn accept, and respect the differences in their backgrounds and capabilities?” whatever their capabilities, learning styles, cultural heritage, “Am I familiar with the different socio-economic backgrounds, and backgrounds, experiences, and capacities of other differences are?” my students?” “Do I consider the differences in backgrounds, experiences, and capacities of my students in designing different learning activities for them?” “Do I set diverse, appropriate, and challenging learning goals for different students, in consideration of their differences in backgrounds and capabilities?”
  • 22. Department of Education Diversity of Learners Strand 3.2: Demonstrates concern for holistic development of learners Key Question for the Specific Questions for the Teacher: Teacher: “Do I set clear, challenging, but achievable learning goals for all students in my class, “Do my students feel that I am regardless of their individual differences?” trying to help them learn, whatever “Do I create diverse types of learning their capabilities, learning styles, activities that would help all my students cultural heritage, socio-economic develop in all aspects of the curriculum?” backgrounds, and other differences are?” “Am I sensitive to how individual students respond differently to the different learning activities in my class?”
  • 23. Department of Education Curriculum Strand 4.1: Demonstrates mastery of the subject Specific Questions for the Teacher: Key Question for the “Can I clearly and accurately explain the goals, procedures, and content involved in Teacher: the lessons?” “Can I clearly and meaningfully show the “Do my students see how well I relationships between the different lessons understand the subject matter I in the subject?” am teaching, enough that they “Can I design learning activities and assessment procedures that are truly understand and appreciate the aligned with the important objectives of importance of the lessons?” the lessons?” “Can I present the subject matter in meaningful and relevant ways that engage the students’ interest and motivation to learn?” “Can I encourage my students to engage in higher order thinking in my class and interact with them appropriately?”
  • 24. Department of Education Curriculum Strand 4.2: Communicates clear learning goals for the lessons that are appropriate for learners Key Question for the Specific Questions for the Teacher: Teacher: “Am I clear about what my learning goals are for my different students?” “Can my students see and appreciate the value of the “Do my students understand the learning curricular goals and objectives I goals that I have set for them?” have set for the different lessons in “Do the students adopt the learning goals I my class?” have set for the lesson as their own goals in my class?”
  • 25. Department of Education Curriculum Strand 4.3: Makes good use of allotted instructional time Specific Questions for the Key Question for the Teacher: Teacher: “Do I design lessons that would allow various learning objectives to be “Am I able to help my students addressed in an efficient and attain all the curricular goals meaningful fashion?” within the time provided in the school calendar?” “Do I establish routines and procedures to allow my students to engage the different learning activities efficiently?” “Do I plan lessons in ways that consider the amount of time students need to effectively attain the learning goals of the lessons?”
  • 26. Department of Education Curriculum Strand 4.4: Selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson Key Question for the Specific Questions for the Teacher: Teacher: “Do I plan for and implement a “Do I use teaching-learning activities variety of appropriate teaching- and learning resources efficiently to learning activities to help my diverse challenge my students to meet high students attain the curricular goals?” levels of mastery and understanding “Do I plan for and use varied of curricular objectives?” instructional materials and learning resources to help my diverse students attain the objectives of the lessons?” “Am I able to align the activities and available learning resources with my students learning styles, goals, and other differences?”
  • 27. Department of Education Planning, Assessing and Reporting Strand 5.1: Communicates promptly and clearly to learners, parents, and superiors about the progress of learners. Specific Questions for the Key Question for the Teacher: Teacher: “Do my students know about their own progress and attainment of the “Do I provide my stakeholders learning goals in my class?” (learners, parents and superiors) “Do the parents of my students get timely and accurate information regular and accurate feedback on about my students’ learning their children’s progress in my progress?” class?” “Do my superiors in school know about the general progress of the students in my class in relation to the curriculum goals?”
  • 28. Department of Education Planning, Assessing and Reporting Strand 5.2: Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning. Key Question for the Specific Questions for the Teacher: Teacher: “Do I use effective and appropriate “Do I assess my students’ learning and educational assessment procedures to determine whether my students are knowledge using appropriate learning during the different parts of the educational assessment procedures, teaching-learning activities?” and use the information from these “Do I use a variety of educational assessment procedures in planning my assessment procedures to determine teaching-learning activities for the whether my students are learning?” “Do I use the results of the various students?” educational assessment procedures to guide how I plan, implement, and revise the teaching-learning activities I prepare for my students?”
  • 29. Department of Education Planning, Assessing and Reporting Strand 5.3: Monitors regularly and provides feedback on learners’ understanding of content Specific Questions for the Key Question for the Teacher: Teacher: “Do I have regular assessment procedures to track each student’s level of learning?” “Do I provide regular feedback to “Do I keep accurate records of each each student about their level of student’s progress and level of learning?” learning?” “Do I provide appropriate and timely feedback for students to help them monitor their own learning?
  • 30. Department of Education Community Linkages Strand 6.1: Establishes learning environments that respond to the aspirations of the community Specific Questions for the Key Question for the Teacher: “Can my students see how the goals and Teacher: activities in school relate to the values and aspirations in their homes and communities?” “Are the goals and characteristics of the teaching-learning activities I “Do I draw from resources, ideas, and activities implement relevant to the from my students’ communities in my teaching- learning activities?” experiences, values and aspirations in my students’ communities?” “Do I try to involve members of the community in supporting the learning goals of my classes?”
  • 31. Department of Education Personal Growth and Professional Development Strand 7.1: Takes pride in the nobility of teaching as a profession. Specific Questions for the Teacher: Key Question for the “Can my colleagues see in my actions and Teacher: statements how I value my profession as a teacher?” “Do my actions and statements indicate a high regard for the “Do I take systematic steps to ensure that I continuously improve myself as a teaching profession and for my professional teacher?” continuous development as a professional teacher?” “Am I enthusiastic about my responsibilities as a teacher?”
  • 32. Department of Education Personal Growth and Professional Development Strand 7.2: Builds professional links with colleagues to enrich teaching practice Specific Questions for the Teacher: Key Question for the “Do I engage other teachers in my school in Teacher: discussions to improve our teaching practices?” “Do I try to learn from other “Do I participate in some professional colleagues in the teaching teacher organizations that aim to improve profession to improve my teaching teaching practice?” practice?” “Can I say that I am well-informed about recent developments in education?
  • 33. Department of Education Personal Growth and Professional Development Strand 7.3: Reflects on the extent of the attainment of learning goals Specific Questions for the Key Question for the Teacher: Teacher: “Do I recognize the strong and weak aspects of my teaching that may or may not help my students learning?” “Am I aware of the extent to which my practices as a teacher influence “Do I feel responsible for the level of my students’ attainment of the learning and achievement of my students?” learning goals?” “Do I try to improve my teaching so that my students can learn more?”