The National Competency-Based Teacher Standards

The National Competency –Based Teacher Standards
is an integrated theoretical framework that defines the
different dimensions of effective teaching.
Teacher Education and
Development Program
(TEDP)

Filipino teachers often get mixed signals about what
it means to be an effective teacher.
The NCBTS provides single framework that shall
define effective teaching in all aspects of a teacher’s
professional life and in all phases of teacher
development.

Standards of
Effective and Good
Teaching
What the Teacher is
Competent to Do=
NCBTS is concerned with whether teachers are competent in
helping students learn.

The NCBTS has simply articulated this
expectation so that it is clear to all concerned.

In other words, the NCBTS takes a development perspective
about teaching standards.
It provides concrete GUIDEPOSTS to help teachers become
better and better.

7 Domains
Strands/Standards
Specific Performance
Indicators

A domain is defined as a distinctive sphere of the teaching
learning process, and is also a well-defined arena for
demonstrating positive teacher practices.
Each of these domain is defined in terms of a principle of
ideal teaching associated with enhanced student learning

Standards are in the form of strands.
Strands refer to more specific dimensions of positive
teacher practices under the broad conceptual domain.

These are concrete, observable and
measurable teacher behavior, actions,
habits, routines, and practices known to
create, facilitate, and support enhanced
student learning

1. Social Regard for Learning
2. Learning Environment
3. Diversity of Teachers
4. Curriculum
5. Planning, Assessing and Reporting
6. Community Linkages
7. Personal Growth and Development

Domain 1: Social Regard for Learning
Domain 2: The Learning Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum
Domain 5: Planning, Assessing and Reporting
Domain 6: Community Linkages
Domain 7: Personal Growth and Professional Development

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 effort to learn. The teacher’s
actions, statements, and different
types of social interactions with the
students exemplify this ideal.

Strands of Derived Teaching
Performance
Performance Indicator
1.1.
Acts as a positive
role model for
students
1.1.1. Implements school policies and
procedures
1.1.2.Demonstrates punctuality
1.1.3. Maintains appropriate
appearance
1.1.4. Is careful about the effect of
one’s behavior on students
1.1.5. Shows respect for other
persons and their ideas

This domain focuses on the
importance of providing for a social,
psychological and physical
environment within which all
students, regardless of their individual
differences in learning, can engage
into different learning activities and
work towards attaining high
standards of learning.

Strands of Desired Teaching
Performance
Performance Indicators
2.1.
Creates an
environment that
promotes fairness
2.1.1. Maintains a learning environment
of courtesy and respect for different
learners
2.1.2. Provides gender-fair opportunities
for learners learning
2.1.3. Recognizes that every learner has
strengths.

Strands of Desired Learning
Teaching Performance
2.2.
Makes the physical
environment safe and
conducive to learning
2.2.1. Maintains a safe, clean and
orderly classroom free from
distractions
2.2.2. Arranges challenging
activities given the physical
environment

Strands of Desired Learning Teaching
Performance
2.3.
Communicates higher
learning expectations
2.3.1. Uses individual and co-operative
learning activities to improve capacities
of learners for higher learning
2.3.2. Encourage learners to ask
questions
2.3.3. Provides learners with a variety of
learning experiences
2.3.4. Provides varied enrichment
activities to nurture the desire for further
learning
2.3.5 Communicates and maintains high
standards of learning performance

Strands of Desired Learning Teaching
Performance
2.4.
Establishes and
maintains consistent
standards of
learners’ behavior
2.4.1. Handles behavior problems
quickly and with due respect to
children’s rights
2.4.2 Gives timely feedback to reinforce
appropriate to learner’s behavior
2.4.3. Guides individual learners
requiring development of appropriate
social and learning behavior
2.4.4. Communicates and enforces
school policies and procedures for
appropriate learner behavior
2.4.5 Encourages free expression of
ideas from students
2.4.6 Creates stress-free environment

This domain emphasizes the idea that
the teachers can facilitate the
learning process in diverse learners
by recognizing first and respecting
individual differences, then using
knowledge about students’differences
to design diverse sets of learning
activities to ensure that all students
can attain desired learning goals.

Performance
3.1.
Is familiar with learner’s
background knowledge
and experiences
3.1.1. Obtains information on the
learning styles, multiple intelligences
and needs of learners
3.1.2. Designs or selects learning
experiences suited to different kind of
learners
3.1.3. Establishes goals that define
appropriate expectations for all learners
3.1.4. Paces lessons appropriate to needs
and/or difficulties of learners
3.1.5. Initiates other learning approaches
for learners whose needs have not been
met by usual approaches

Performance
3.2.
Demonstrates concern
for holistic development
of learners
3.2.1. Recognizes multi-cultural
background of learners when
providing learning opportunities
3.2.2. Adopts strategies to address
needs of differently-abled students
3.2.3. Makes appropriate
adjustments for learners of
different socio-economic
backgrounds

The National Competency-Based Teacher Standards

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