This document summarizes an INSET training session on the National Competency-Based Teacher Standards (NCBTS) for teachers at Cogon High School Evening Class. The training covered key understandings of the NCBTS, including its seven domains that define effective teaching. Teachers participated in group discussions and activities to explain the NCBTS, differentiate the teacher's roles, and recognize how integrating all elements of teaching can improve performance. The session aimed to help teachers improve their competencies through understanding and applying the standards.

1. Republic of the Philippines
Departmen of Education
Region VII, Central Visayas
COGON HIGH SCHOOL EVENING CLASS
San Jose St., Cogon District, Tagbilaran City
May 28, 2013
Session 2
INSET TRAINING
1

2. 2
Session Title: The National Competency-Based Teacher Standards
(NCBTS)
Key understandings to be developed
The National Competency Based Teacher Standards
(NCBTS) is an integrated theoretical framework that
defines the different dimensions of effective teaching,
where effective teaching means being able to help all
types of students learn the different learning goals in the
curriculum.

3. 3
The Domain of Diversity of Learners emphasizes the ideal that
teachers can facilitate the learning process in diverse types of
learners, by first recognizing and respecting individual differences,
then using knowledge about students’ differences to design diverse
sets of learning activities to ensure that all students can attain
appropriate learning goals.
Curriculum 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.

4. 4
Effective teachers, plan, asses, and report
promptly and clearly to learners, parents, and
superiors about the progress of learners.
Providing for a social and physical environment
within which all students, regardless of their
individual differences in learning, can engage the
different learning activities and work towards
attaining high standards of learning.

5. 5
Teachers serve as positive and powerful role models of the
values of the pursuit of learning and of the effort to learn,
and that the teachers actions, statements, and different
types of social interactions with students exemplify this ideal.

6. 6
The Domain of Personal Growth and
Professional Development emphasizes the ideal
that teachers value having a high personal regard,
concern for professional development, and
continuous improvement as teachers.

7. 7
Learning objectives
Given NATIONAL COMPETENCY-BASED TEACHER
STANDARDS (NCBTS) A PROFESSIONAL DEVELOP-MENT
GUIDE FOR FILIPINO TEACHERS, the participants will:
 explain the concept of the NCBTS;
differentiate the role of The Teacher as Facilitator of
Learning and as a learner.
recognize the value of integrating all the elements of the
teaching-learning process in performing their tasks.

8. 8
Introductory Activity (10 minutes.)
Present the following quotation:
"Teaching should be such that what is offered is
perceived as a valuable gift and not as a hard duty"
-Albert Einstein-
Ask: What are your reflections about the passage?
Call at least three to five participants to give
responses.

9. 9
Activity (60 minutes)
Organize the participants into groups of 5-8 members. Ask
them to choose their leader and rapporteur.
Task: Discuss in the groups the following:
What is the NCBTS?
Why do we need the NCBTS?
How can the NCBTS help teachers improve
their teaching competencies?

10. 10
What are the seven domains of good teaching?
Ask participants to write the responses of every question on a manila
paper/meta strips.
Let the rapporteur report their output in the
plenary.
Analysis (30 minutes)
Note: While the group is reporting, the facilitator will write on
the board the key words of the outputs presented. He/she
will then mention the commonalities of the responses, and
asks the following questions:

11. 11
1. How do you feel about the presentations given?
2. How were the standards of the NCBTS
applied in the school?
3. Do you think NCBTS can help improve the
teachers’ performance? Why?
4. Why is it important for teachers to be familiar with
the background knowledge and experiences of the
learner?
5. Why is there a need to be concerned about the
holistic development of learners?

12. 12
6. Why is it important for teachers to demonstrate
mastery of the subject matter?
7. How can teaching methods, learning activities and
instructional materials or resources help improve the
performance of learners?
8. Have you ever evaluated the alignment of
assessment and planning activities to ensure that
the teaching-learning activities are maximally
appropriate to the students’ current knowledge and
learning levels?

13. 13
9. Why is there a need to provide conducive social
and physical environment to the learners,
regardless of their individual differences?
10. Why is it necessary to establish a wholesome
learning environment that respond to the aspirations
of the community?
11. Do you adhere to the ideal that teachers serve
as positive and powerful role models? Explain your
answer.

14. 14
12. Do you support to the ideal that teachers value
having a high personal regard, concern for
professional development, and continuous
improvement as teachers? Explain your answer.
Abstraction (60 minutes)
Give a lecturette or present through power point
the following:
I. General introduction to the National Competency-
Based Teacher Standards (NCBTS)

15. 15
- What is the NCBTS?
- Why Do We Need the NCBTS?
- Who Should Use the NCBTS?
- How Should Teachers Use the NCBTS?
- Is the NCBTS New? How Similar or Different
is it?
- What Does Competency-Based Mean?
- How were These Competencies Chosen? How
Was the NCBTS Decided?

16. 16
- Is the NCBTS Just A List of Competencies? Or
is there A Theory or Framework That Integrates
All These Competencies?
- What are the Contrasting Paradigms of
Teaching?
- Does the NCBTS Make Teaching More
Difficult?
- What If the Teachers Cannot Do This Type of
Teaching?
- How Can the NCBTS Help Teachers Improve
Their Teaching?
- How Does the NCBTS Define Good Teaching?
- What Are These Seven Domains?

17. 17
II. The Teacher as Facilitator of Learning
(Teacher Practices Related to the Technical Aspect
of the Teaching-Learning Processes)
Domain 3: Diversity of Learners
Domain 4: Curriculum
Domain 5: Planning, Assessing and Reporting

18. 18
Domain 2: Learning Environment
Domain 6: Community Linkages
IV. The Teacher as Learner
Domain 1. Social Regard for Learning
Domain 7. Personal Growth and Professional
Development

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Application (60 minutes)
Using the same grouping, ask the participants to give their
thoughts/reflections about the NCBTS in the context of improving teacher
performance.
Provide each participant with cartolina, drawing/ coloring materials, pastes,
etc. Ask them to give their significant learning/insights about NCBTS
through illustration, article, poster/slogan, etc. incorporating the 7 domains.
Share the outputs to the group
Keep the outputs as portfolio, have them checked by the School Head, and
display them in the classroom upon their return.

20. 20
Concluding Activity (15 minutes)
Ask:
What have you gained so far?
Can you now explain the importance of NCBTS in the
improvement of learning outcomes?
As a Facilitator of Learning, what Teacher Practices
that embed the learning environment?
As a Learner, what are you expected to do?

21. 21
End the session by presenting the quote.
(Give participants time to reflect/answer the
questions)
“We cannot hold a torch to light another's path
without brightening our own.”
-Ben Sweetland-
Ask participants to reflect how this story relates
to their learning during the session?