2. WHAT IS NCBTS?
It is a set of competencies (behaviors, attitudes
and skills) that each teacher must posses to
function effectively and satisfactorily. These are
based upon “the core values of Filipino teachers
and on the principles of effective teaching and
learning.
3. The NCBTS framework is divided into seven (7)
domains that represent the desired features of
the teaching and learning process. These
domains incorporate a series of twenty-one
(21) strands of desired teaching performance
statements which can be identified as eighty
(80) performance indicators that are
observable indicators of the quality of a
teacher’s performance.
4. STATEMENT OF PRINCIPLE
Teachers in all Philippine schools are committed to
and accountable for providing classroom instruction
with results that are manifested in high performance
levels in terms of student learning outcomes.
Teachers are dedicated to the well-being of the
students and communities they serve, taking into
account their cultural diversity, group aspirations
and what is valued in education.
5. Domain 1
SOCIAL REGARD FOR LEARNING
This domain focuses on the ideal that the teachers
serve as positive and powerful role models of the
values of the pursuit of learning of different kinds of
the effort to learn. The teacher’s actions, statements,
and different types of social interactions with
students exemplify this ideal.
6. Strands of Desired Teaching
Performance:◦Acts as a positive role model for students
7. Domain 2
THE LEARNING ENVIRONMENT
This domain focuses on importance of providing for
a social, psychological and physical environmental
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.
8. Strands of Desired Teaching
Performance:◦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.
9. Domain 3
DIVERSITY OF LEARNERS
This domain emphasizes the idea that the teachers
can facilitate the learning process in diverse learners
by first recognizing and respecting differences, then
using knowledge about students’ differences to
design diverse sets of learning activities to ensure
that all students can attain desired learning goals.
10. Strands of Desired Teaching
Performance:◦Is familiar with learner’s background knowledge
and experiences
◦Demonstrates concern for holistic development
of learners
11. Domain 4
CURRICULUM
This domain refers to all elements of the teaching-
learning process that work in convergence to help
students understand the curricular goals and
objectives, and to attain high standards of learning
defined in the curriculum. These elements include
the teacher’s knowledge of subject matter and the
learning process, IM’s and learning resources.
12. Strands of Desired Teaching
Performance:◦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
13. ◦Teacher recognizes general learning processes
as well as unique processes of individual
learners.
◦Teacher promotes purposive study.
◦Teacher demonstrates skills in the use of
Information and Communication Technology in
teaching and learning.
14. Domain 5
PLANNING, ASSESSING AND REPORTING
This domain refers to the alignment of assessment
and planning activities. In particular, the domain
focuses on the (1)use of assessment data to plan
and revise teaching-learning plans, (2)the
integration of assessment procedures in the plan
and implementation of teaching-learning
and (3)reporting on learner’s actual achievement
and behavior.
15. Strands of Desired Teaching
Performance:◦Communicates promptly and clearly to learners,
parents, and superiors about 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
16. Domain 6
COMMUNITY LINKAGES
This domain focuses on the ideal that classroom
activities are meaningfully linked to the experiences
and aspirations of the students in their homes and
communities. Thus, the domain focuses on teachers’
efforts directed at strengthening the links between
schools and communities, particularly as these links
help in the attainment of the curricular goals.
17. Strands of Desired Teaching
Performance:◦Establishes learning environments that respond
to the aspirations of the community
18. Domain 7
PERSONAL GROWTH AND PROFESSIONAL
DEVELOPMENT
This domain emphasizes the ideal that teachers
value having a high personal regard for the teaching
profession, concern for professional development,
and continuous improvement as teachers.
19. Strands of Desired Teaching
Performance:◦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
