This document discusses the National Competency-based Teacher Standards (NCBTS) in the Philippines. It provides background on educational reforms that led to the creation of the NCBTS. The NCBTS define seven domains of teaching competency and provide standards within each domain to guide teachers' professional development and training. The domains cover topics like learning environments, curriculum, assessment, and community engagement. The NCBTS provide a framework for improving teaching quality and are intended to be used by teacher training institutions and the Department of Education.

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. 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. Teacher Education Development Plan (TEDP)
Philippine Education
for All (EFA) Plan
2015
Basic Education
Sector Reform
Agenda (BESRA)
Inclusive Growth

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. 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. 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. 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. 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. 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. 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. What is NCBTS?
It is an integrated theoretical
framework that defines the
different dimensions of
effective teaching.

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. 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. 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.  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. 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.  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. 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.  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. 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.  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. 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. 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.  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. 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.  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. 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.  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. 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. NCBTS in Pre-Service Teachers

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. 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. 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. 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