This document summarizes the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. The NCBTS: - Defines effective teaching across seven domains and provides standards for teacher competencies. - Provides a framework for teacher development, assessment, and continuous professional growth. - Can be used by teachers for self-assessment and developing individualized professional development plans. The document outlines the NCBTS framework and describes how teachers can use the Teacher Strengths and Needs Assessment and Individual Plan for Professional Development forms to evaluate their competencies, set goals, and monitor their progress.

1. National Competency-Based
Teacher Standards (NCBTS)
Assessment & Analysis
Sharyll Mae A. Alboňa, MAEd
Presentor

2. Outline
I- Basic Education Sector Reform Agenda (BESRA)
II- National Competency-Based Teacher Standards (NCBTS)
A. TNSA Form 1
B. TNSA Form 2
C. TNSA Form 3
III- Individual Plan for Professional Development ( IPPD)
A. IPPD Form 1
B. IPPD Form 3

3. It is part of BESRA
Key Reform Thrusts (KRTs)
Why the
National
Competency-
Based Teacher
Standards
(NCBTS) ?

8. BESRA KRT #2
• Enable teachers to
further enhance their
contribution to
learning outcomes
• Teachers are
responsible for their
continuous
professional growth
NCBTS

9. National Competency-Based Teacher
Standards (NCBTS)
 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.
all aspects of a teacher’s professional life and in all
phases of teacher development

10. standardizes the definition of what effective teaching is.
National Competency-Based Teacher
Standards (NCBTS)
It provides a better guide for all teacher development
programs and projects from school level up to the
national level.
Various stakeholders and institutions use the NCBTS
in their roles to maintain quality education through
effecting teaching and learning.

11. HOW SHOULD TEACHERS USE THE
NCBTS?
as a guide to reflect on ones own 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 set of guidelines for cooperating teachers to
support the FS Students (FSS) and Student Teachers
(ST)

12. What is NCBTS-
Teacher Strengths
and Needs
Assessment
(TSNA)?

13. NCTBS-TSNA
• A self-assessment tool that would help every
teacher determine individual strengths and needs
according to the standards set by the National
Competency-Based Teacher Standards

14. Indicator
concrete, observable, and measurable teacher behaviours, actions, habits, routines, and practices
known to create, facilitate, and support enhanced student learning.
Strand
more specific dimensions of positive teacher practices under the broad conceptual domain
Domain
distinctive sphere of the
teaching-learning process
well defined arena for
demonstrating positive teacher
practices
Defined in terms of principle of
ideal teaching associated with
enhancing student learning
Hierarchical Organizational of CBTS

15. NCBTS Framework

16. Domains Strands Indicators KSA
Domain 1-Social Regard for
Learning
2 5 18
Domain 2- Learning Environment 5 17 59
Domain 3- Diversity of Learners 1 8 27
Domain 4- Curriculum 7 22 78
Domain 5- Planning, Assessing
and Reporting
4 12 40
Domain 6- Community Linkages 1 6 18
Domain 7- Personal Growth and
Professional Development
3 10 30
Total – 7 23 80 270
Summary of the Distribution of the Domains,
Strands, Indicators and the KSAs of the TSNA.

17. Code for Competency Level: L- Low F- Fair
S- Satisfactory H- High
Strand 1.1 Teacher’s actions demonstrate value for learning
Indicator 1.1.1. Implements school policies and procedures
At what level do I… L F S H
1 know school policies and procedures?
2 Understand school operations?
3 implement school policies and procedures?
4 inform students, parents, and other concerned
persons regarding school policies and procedures?
5 abide by school policies and procedures?
NAME: _________________________________ DATE: ___________
NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING
Please do not leave any item unanswered.
C - competency

18. General Directions for
Accomplishing the TSNA
1. Fill out the Teacher’s Personal Data Sheet
2. Answer to NCBTS-TSNA tool (Form 1)
2.1 Read in detail and reflect on every item in the
tool. Take note that the TSNA items consists of
KSAs under each Competency Indicator (CI).
Each CI belongs to a strand that corresponds to
the seven domains of the NCBTS.

19. General Directions for Accomplishing the TSNA
• 2.2 Respond to every item which begins with a common stem
“At what level do I…” The choices are described in the chart
that follows:
Code for
Competency
Level
Assigned
Numerical
Rating
Interpretation
H- High 4 This is my strength, may not be a priority training or
professional development need, but I should continue to
enhance this competency.
S- Satisfactory 3 My level of competence in the KSA is satisfactory. I would
benefit from further training and professional development.
F- Fair 2 My level of competence in the KSA is fair. I need further
training and professional development as a priority.
L-Low 1 My level of competence in the KSA is low. I urgently need
training and professional development.

20. General Directions for Accomplishing the TSNA
• 3. Accomplish TSNA Form 2
• 4. Accomplish TSNA form 3- Individual Scoring
Template

21. Item H S F L
CI-1.1.1 1 √ *18/5=3.6
2 √
3 √
4 √
5 √
CI- 1.1.2 6 √ *10/3=3.33
7 √
8 √
CI-1.1.3 9 √ *12/3=4
10 √
11 √
CI- 1.1.4 12 √ *15/4=3.37
13 √
14 √ 55/15
15 √ 3.66
CI- 1.2.1 16 √
17 √ *10/3
18 √ 3.33
TSNA Form 2- ANSWER SHEET
DOMAIN 1. SOCIAL REGARD FOR LEARNING
S1.1 Teacher's actions demonstrate value for learning
S.1.2 : Demonstrates that learning is of different kinds.

22. DOMAIN 1. SOCIAL REGARD FOR LEARNING
Domain Strand Strand Competency
D1 S1 C1 C2 C3 C4 S2 C1
IndexValues *3.58+3.33/2 S.1.1Teacher's action 3.6 3.33 4 3.37 S.1.2Teacher demonstrates 3.33
*3.46 demonstratevalue that learningis of different
for learning.( 3.58) kinds andcomes from
(S1+S2/2) (copythestrand) different sources (3.33)
IndexValueDescriptor Experienced Expert Expert Experienced Expert Experienced Experienced Experienced
TeacherProfile in BarGraph
Domain Strand Strand Competency
D1 S1 C1 C2 C3 C4 2 C1
4
3
2
1
TNSAForm3-IndividualScoring Template
Competency
Competency

23. TSNA Form 3-Teacher Professional Development Index (TPDIndex)
Competency
Level
Labels for
the Index
Description
3.51-4.00 Expert Teacher has almost all the competencies at high levels
for effective teaching. These are the identified
strengths. Strengths have to be sustained and enhanced
however professional development needs have to
continuously address.
2.51-3.50 Experienced Teacher has majority of the competencies at high levels
for effective teaching. Strengths have to be enhanced.
Training and professional development needs have to
be addressed.
1.51-2.50 Developing Teacher has the average of the competencies at high
level for effective teaching. These strengths have to be
enhanced however, training needs have to ne addressed
as a priority.
1.00-1.50 Beginning Teacher has few competencies at high levels for
effective teaching. Training needs have to be addressed
as priority and with urgency.

24. IPPD Form 1- Teacher’s Individual Plan for Professional Development (IPPD)
IPPD FORM 1- TEACHER’S INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD)
School Year: ________
Name of Teacher: _______________ Position: _______
School: _____ District:____ Division:____ Region:____
Professional Development Goal:
Objectives Methods/Strategies Resources Time Frame Success Indicator
(What
competencies will I
enhance?)
(What professional
activities will I undertake
to achieve my objectives?)
(What will I do to
access resources?)
(When do I
expect to have
accomplished the
activities)
(What NCBTS
competencies
would I have
enhanced?)
(What learners’
performance
would have been
improved?)
A.
B.
C.
Commitment I am a Professional Teacher.
I am responsible for my personal and professional growth. Henceforth, I commit my best to attain the goal and objectives I have
set hereunto for my professional development, not only for my benefit but also for my school’s improvement and most of all, for
my learners’ progress.
Signature: ____________________________________ Date: __________________
Teacher
Attested to : ____________________________________ Date: ___________________
Peer
Advised by: _____________________________________ Date: ___________________
School Head

25. IPPD Form 3: Self-Monitoring Check
Self-Monitoring
Check
1. Am I always conscious of my professional development goal and objectives?
(Write your objectives in the first column).
2. What have I accomplished so far?
(Write activities you have done and the specific NCBTS competencies that have been enhanced in the
appropriate columns.)
Objectives Set Time of the Year Accomplishments
Professional
Development
Activities Done
Specific NCBTS Competencies Enhanced
(Strands)
A
B
C
Commitment I am a Professional Teacher.
I am responsible for my personal and professional growth. Henceforth, I commit my best to attain the goal
and objectives I have set hereunto for my professional development, not only for my benefit but also for
my school’s improvement and most of all, for my learners’ progress.
Signature: ____________________________________ Date: __________________
Teacher
Attested to : ____________________________________ Date: ___________________
Peer
Advised by: _____________________________________ Date: ___________________
School Head