Teaching Competencies

CHAPTER 2
TEACHING COMPETENCIES
ADRIS, MOHANIE A.
BAYAN, BAILANIE A.
DOTON, ELAINE S.
GANI, EBNOH SUJOD L.
HASHIM, AMRENA Y.
KAMENSI, HERIA P.
KUDTO, BULHISA K.
MALIC, SALMAIRA
PALGAR, SHEILA
SAMBUTUAN, BAI ALI M.
TAMBA, NORJANA I.
UTI, SITTIE JANNA
REPORTERS
TEACHING PROFESSION
1ST SEMESTER, S.Y: 2019-2020
PROFESSOR OMBRA IMAM
ADRIS, BAYAN, DOTON, GANI, HASHIM, KAMENSI, KUDTO, MALIC, PALGAR, SAMBUTUAN , TAMBA, UTI

DOMAINS OF TAEACHING COMPETENCIES
School Leadership Professional Growth Classroom Management
Diversity of
Learners
Curriculum and
Instruction
Global
Teacher
NCBTS
Educational
Foundations
Learning
Environment
Community
Linkage
Assessment
and
Evaluation

A. NATIONAL COMPETENCY-
BASED TEACHER STANDARDS
(NCBTS)
AMRENA Y. HASHIM

A. NATIONAL COMPETENCY-BASED TEACHER
STANDARDS (NCBTS)
The content of the National Competency-Based Teacher
Standards (NCBTS 2007) being a national program of the
DepEd, CHED, and the Teacher Education Council (TEC),
identified necessary competencies that all teachers should
possess. These competencies are considered in developing
curriculum standards for pre-service and in-service teacher
education in the country

Table 1: CHED-TEC-Dep.Ed. National Competency-Based
Teacher Standards
DOMAINS STRANDS
1. Social Regard for Learning - Acts as a positive role model for Students
2. Learning Environment - 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

3. Diversity of Learners - Is familiar with learners' background knowledge and
experiences
- Demonstrate concern for holistic development of learners
4. Curriculum - Demonstrate mastery of the subject matter
- Communicates clear learning goals that are appropriate for
learners
- Makes good use of allotted instructional time.
- Select teaching methods, learning activities and
instructional materials of resources appropriate to learners
and aligned to the objectives of the lesson

5. Planning, Assessing
and Reporting
- Communicates promptly and clearly to the
learners, parents, and superiors about the
progress of the Learners
- Develops and uses a variety of appropriately
assessment strategies to monitor and
evaluate learning
- Regularly monitors and provides feedback on
learners' understanding content

6. Community Linkage - Establishes learning environment that respond to the
aspirations of the committee
7. Personal Growth
and Professional
Development
- Takes pride in the nobility of teaching as profession
- Builds professional links with colleagues to enrich
teaching practice.
- Reflects on the extent of the attainment of learning goals

COMPETENCIES FOR GLOBAL
TEACHERS
BAILANIE A. BAYAN

B. COMPETENCIES FOR GLOBAL TEACHERS
A research was conducted by SEAMEO INNOTECH (2010) to
identify important competencies for teachers required by
ASEAN countries. The result of this research identified the
following general areas of competencies of teachers for 21st
Century identified as part of the Teaching Competencies
Framework.

1. Facilitating the development of learner's life and
career skills.
2. Creating a conducive learning environment.
3. Facilitating learning.
4. Preparing appropriate lesson plans in line with
the school vision and mission.

5. Developing higher-order thinking skills (HOTS).
6.Developing and utilizing teaching and learning
resources.
7. Enhancing ethical and moral values.
8. Assessing and evaluating learner performance.

9. Engaging in professional development.
10. Networking with stakeholders especially with
parents.
11. Managing students welfare and other tasks.

In 2010, SIREP (SEAMEO INNOTECH Regional Education
Program) conducted a survey of the pedagogical skills of
teachers in all the Southeast Asian countries. The results
are the following ASEAN Teaching Competency
Standards of a competent teacher.

1. Selects or states long-term goals and short-term
measurable objectives based on a prescribed national
and/or school curriculum.
2. Uses creative and innovative instructional strategies
that are appropriate to a lesson's objectives and
students' a, interests, and learning styles.

3. Selects and uses appropriate resources and available
technologies when teaching to suit students' abilities,
interests, and learning styles.
4. Provides guided practice as necessary and reviews at
appropriate time intervals.
5. Uses up-to-date lessons.
6. Sets learning objectives and outcomes that match the
students' real-life situations.

7. Sequentially and attractively teaches lessons while taking
account of students' learning.
8. Provides students with learning opportunities during and outside
school hours.
9. Uses the appropriate medium of instruction.
10. Encourages self-study.

11. Demonstrates understanding of the educational
context of the classroom and the school community.
12. Assess students' learning outcomes.

EDUCATIONAL FOUNDATIONS
SITTIE JANNA K. UTI

 History of Education
 Philosophy of Education
 Legal foundation of Education
 Sociological and Anthropological foundation of Education
 Educational Psychology

The following are some standard that teachers need to know
in the area of educational foundation :
 Demonstrate understanding of the historical foundations
of education especially on Philippine education, including
contributions and ideas of individuals and groups from
diverse background.

- Teachers need to understand how historical events in the
country and in the world help shape the field of education.
- Many other events in the history that shaped our
education system up to now. Teachers need to learn,
reflect, and unlearn from history.
- Teacher should develop critical minds and historical
literacy to make education more relevant and responsive to
the needs of the people and communities.

• Analyze educational philosophies, theories, and
Researches on education.
• Teachers should learn how to analyze and interpret
different educational philosophies. It shapes their
personalities and teaching styles, and it influences
teachers' values.
• Understand Law's and policies related to education
especially in the Philippine context.

• Teachers should seek to understand the different Law's and policies
concerning Philippine education. These laws and policies provide legal
framework that will guide teacher and administrators in making
decisions about the school, policies, teacher's, and student.
• Identify social, cultural, and economic factors that affect the learners.
• Teachers need to understand the influence of culture, Society, and
economy in the development of the field of education. One functions of
education is to preserve the positive culture in education.
• Education is said to be one of the pillars of economics progress.

• Integrate ideas and theories to understand the purposes
and nature of education as a discipline.
• Education is very dynamic field involving a concrete
process of understanding how people learn, how an
individual think, and how different people develop
knowledge and skills.

LEARNING
ENVIRONMENT
BULHISA M. KUDTO

Learning Environment
• refers to the divers physical locations, contexts, and
cultures in which students learn.
• includes physical classroom environment, the
intellectual environment and the emotional
environment that teachers and learner's experience in
school.

1. Understand various types of learning environments that
accommodate various needs and promote development of different
types of learners.
- Teachers should understand different educational environments
that influence the learner's development. This educational
environments refers to the physical and psychological environment
provided by the school.

2. Understand the role of various agencies, families, and
communities in supporting the development of learners.
- Teachers should work closely with the different stakeholders.
They should develop good relationship and partnership with
parents, community leaders, and with several public and private
institutions surrounding their school.

3. Design learning opportunities that nurture.
Learner's talents, critical thinking, and creativity.
- Teachers should have do their best to design
learning environment that nurture individual talent,
critical thinking, and creativity.

4. Create safe learning environment for all learners.
- Teachers need to create a safe physical and
physiological learning environment for their learners. Brain-
based principles tell us that learners learn best when they
feel safe and secured.
5. Create learning environments that promote intercultural
exchange among learners.
- Teachers should teach their students to value
individual differences and cultural diversity.

Brodin (2010), observed that the need for educating all
citizens, and providing them with information about other cultures
and countries has become imperative.
6. Commit to promote a learning environment that promotes
respect, equity and climate of high expectations.
- Teachers should ensure that their classes, activities, and rules
promote respect, equity and a climate of high expectation.
- Teachers should avoid culturally biased statements and practices
that may lead to the negative experience of schooling for your
children.

DIVERSITY OF LEARNER
MOHANIE A. ADRIS

DIVERSITY OF LEARNER
Teachers need to integrate various educational ideas,
perspectives and theories in planning instruction for all
types of students.
Ball (2000) pointed out that the enormous complexities
of today's world require a new vision for schooling that
responds to the needs of the global and multicultural
society in which we live. cosmopolitan members of the
society.

Shim (2011) Teachers, therefore play a significant role in
helping the students become.
The following are the things that all teachers need to know
and practice in order to understand students in any level:

Cognitive, affective and psychomotor development of
learners
: psychology provides us with studies, theories principles
about the development and nature of every learner.

Influence of diversity factors on education
: Schools are responding to culturally diverse individuals. Students
are becoming diverse in terms of:
*language
*culture *family background
*socio-economic conditions *religion
*learning styles *abilities
*talents

Learning styles and thinking preferences of learners
:Howard Gardner's Multiple Intelligence Theory (1981) Each
individual possess one or more intelligence
*verbal linguistic *intrapersonal
*naturalistic *visual and spatial
*logical-mathematical *existentialist intelligence
*interpersonal

CURRICULUM AND INSTRUCTION
SHEILA MAE C. PALAGAR

CURRICULUM AND INSTRUCTION
Curriculum is simply defined as the contents,
standards, competencies, and topics that students
learn. It includes the school's philosophy, mission and
vision, and goals, the subjects and learning
experiences, and the assessment and evaluation
tools.

Instruction is defined as the means for implementing the
curriculum. It includes instructional strategies, methods,
approaches, and techniques.
Standards that teachers should know and do in order
to fulfill their roles as curriculum and instruction
leaders:

Knowledge of various curriculum models and programs that
are developmentally appropriate for the learners. Teachers
need to know different curriculum models and programs that
are relevant and responsive to the needs, developmental tasks,
and interest of their learners.

Knowledge of the different learning areas and subjects.
As implementers of curriculum, teachers need to
develop high level of content knowledge of the subjects
and learning areas that they are assigned to teach.
Pedagogical knowledge. Pedagogy is simply defined as
the science and art of teaching young learners. It
includes large repertoire of teaching methods,
instructional strategies, teaching techniques.

Utilization of technology for teaching and learning. In the
field of education, technology is making all information
accessible for the teachers and the learners.
Development of instructional materials. A lot of people
share common sentiment that all teachers, especially
those who are in local communities, should be creative
and be problem-solvers.
ADRIS, BAYAN, DOTON, GANI, HASHIM, KAMENSI, KUDTO, MALIC, PALGAR SAMBUTUAN , TAMBA, UTI

Effective classroom management. Teachers should know
how to manage their classrooms. This means that they
should be able to understand learner's behavior and
how to manage it.

MEASUREMENT,
ASSESSMENT, EVALUATION
NORJANA I. TAMBA
SALMAIRA S. MALIC

Measurement
• Is concerned with the
statement of performance
usually represented in
quantitative terms.

Assessment
• Involves the interpretation
and representation of
measurement data.

Evaluation
• Is the process of making
value judgments based
on the assessment
interpretation of collected da
ta.

The following are the standards that teachers should
know and be able to do in order to measure, assess and
evaluate learners’ progress in school:
• Develop and use different
assessment tools that are
appropriate to measure
learners’ progress.

• It is imperative that te
achers know how to d
evelop, select, and us
e assessment tools th
an can truly measure l
earner's progress.

• Utilize evaluation results to provide feedback
on learners’ progress.
Reporting learner's progress
through individual progress
report cards or through
developmental checklist.

• Utilize alternative forms of assessment
• Alternative assessment are examples of
learner's individual outputs that could
be graded using rubrics.

Teacher should show professionalism in
reporting learner's progress to their
parents.
• Exercise fairness and professionalism in
reporting learner’s progress.

ESTABLISHING COMMUNITY
LINKAGES
HERIA P. KAMENSI

ESTABLISHING COMMUNITY LINKAGES
In the book, It takes a village to raise a child written, the role of the
by Hillary Clinton community and different social agencies are
recognized as important in educating an individual.
In basic Education, teachers need to work with NGOs and
government organizations to encourage public support to quality
education and to protect the welfare of the students.
School is an integral part of society.

These are some standards that teachers need to know and do to
establish community linkages:
1. Culturally responsive behaviors that promote effective communication
and collaboration with individuals, families, social agencies, and other
members of the community.
2. Collaborative with individuals and groups to support educational
programs in the community.
3. Respect for the culture of the individuals and communities

SCHOOL LEADERSHIP
BAIALI M. SAMBUTUAN

SCHOOL LEADERSHIP
Teachers have the potential to exercise dynamic
leadership in schools, thereby enhancing the possibility of
school and social reform.

Teachers as a Leaders Framework
Convey convictions about a better world by:
°Articulating a positive future for students;
° showing a genuine interest in students lives;
°contributing to an image of teachers as professionals who make a
difference ;
°gaining respect and trust in the boarder community; and
°demonstrating tolerance and reasonable in difficult situations.

Strive for authenticity in their teaching, learning, and assessment
practices by;
°creating learning experiences related to the students needs ;
°connecting teaching, learning, and assessments to students future;
°seeking deep understanding of tacit teaching and learning process; and
°valuing teaching as a key profession in shaping meaning system.

Facilitate communities of Learning through organization-wide process by;
°encouraging a shared, schoolwide approach to pedagogy ;
°approaching professionals learning as consciousness raising about
complex issues;
°facilitating understanding across diverse group while also respecting
individual differences; and
°synthesizing new ideas out of colleagues dialog and activities.

Confront barriers in the school culture and structure by;
°testing the boundaries rather than accepting the status quo;
°engaging administrators as potential sources of assistance and
advocacy;
°accessing political processes in and out of the school;
° standing up for children, specially marginalized or disadvantage
individuals or groups.

Translate ideas into sustainable system of action by;
°organizing complex task effectively ;
°maintaining focus on issues of importance;
°nurturing network of support; and
°managing issues of time and pressure through priority
setting.
Nurture a culture of success by;

°Acting on opportunities for others to gain success and
recognition;
°adopting a no-blame attitude when things go wrong;
°creating a sense of community identity and pride.
°adopting a no-blame attitude when things go wrong;
°creating a sense of community identity and pride.

CLASSROOM
MANAGEMENT
ELAINE S. DOTON

Richard Arends(1998) pointed out that classroom management and
instruction are interrelated. Classroom management is integrated in
everyday teaching and learning processes.
It is a set of an interrelated skills and knowledge carefully to handle
student behavior.
Classroom managent is also important in developing an efficient and
effective system to increase learners motivation to learn.

The following are the
standards that teachers
should know and do to
master classroom
management:
Establishing clear rules and
procedures-student should
also aware to the rules and
procedure.

Making learners
responsible and
accountable for their
action and behaviors-
students do realize
that every act they
do in classroom
should edify the
whole class.

Planning lesson and learning activities effectively and
efficiently.-classroom management is always interrelated
with instruction. Requires teachers to understand their
learners behavior and interest.
Developing intervention skills for dealing different
classroom problems- Teachers need to develop
techniques and approaches for dealing different
classroom problem.

PROFESSIONAL
DEVELOPMENT
EBNOH SUJOD L. GANI

Professional Development
-Teachers need to commit themselves to continuous professional
development. This is important to make themselves updated of
different curricular and instructional innovations.
-Professional Development of teachers involves attending to graduate
school to take advance courses and degrees, attending conferences,
and participating in seminars, workshops, and trainings.
-Professional Development also includes teachers' participation and
membership in professional organization.

The following are some of the standards that teachers should know and do in
the area of professional development:
Building Professional links with colleagues and other Professionals
- Teachers need to establish good working relationship with their colleagues and
other Professionals.
- These can be done through membership in academic societies and professional
organization here in the Philippines or abroad.
- It is through these academic links that they got to know more and Share best
practices in education.

Conduct relevant research
- Teachers need to conduct basic research or action research to fully understand
some educational issues and problems and to test the applicability and strength
of a particular curriculum or pedagogical model.
Commitment to lifelong learning
-Teachers need to develop the habit or culture of lifelong learning. We see
teachers as fountains of knowledge. Hence, they should serve as models of
knowledge seekers and knowledge producers.

Attendance in in-service programs and activities for teachers.
- Attending in-service programs for teachers is useful for all teachers.
It is through these activities that their pedagogical skills and content
knowledge are developed and enhanced.
Enrolling in graduate and post-graduate educational courses.
- Teachers should enroll in graduate and post-graduate courses not
for promotion purposes but to improve their knowledge and skills.

THANK YOU!
CHAPTER 2
TEACHING COMPETENCIES
ADRIS, MOHANIE A.
BAYAN, BAILANIE A.
DOTON, ELAINE S.
GANI, EBNOH SUJOD L.
HASHIM, AMRENA Y.
KAMENSI, HERIA P.
KUDTO, BULHISA K.
MALIC, SALMAIRA
PALGAR, SHEILA
SAMBUTUAN, BAI ALI M.
TAMBA, NORJANA I.
UTI, SITTIE JANNA
REPORTERS
TEACHING PROFESSION
1ST SEMESTER, S.Y: 2019-2020
PROFESSOR OMBRA IMAM

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