NATIONAL COMPETENCY BASED TEACHER STANDARDS NCBTS A PROFESSIONAL

NATIONAL COMPETENCY BASED TEACHER STANDARDS NCBTS A PROFESSIONAL DEVELOPMENT GUIDE FOR TEACHERS New Era University June 23, 2010

COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS CB-PAST

NCBTS Why do we need to know NCBTS ?

KRT 1 Schools KRT 2 KRT 5 Dep. Ed’s Institutional Culture Change Teachers BESRA Basic Education Sector Reform Agenda KRT 3 KRT 4 Complementary Interventions Social Support For Learning

KRT 2 Teachers are responsible for their continuous personal and professional growth… Through ncbts

NCBTS National Competency Based Teacher Standards

v. The NCBTS provides a single framework that shall define what effective teaching is in all aspects of a teacher’s professional life and in all phases of teacher development v. This will standardize the definition of what effective teaching is.

Why adopt CBTS? Teachers can use CBTS as 1. 2. 3. 4. guide to reflect on their current teaching practices framework for creating new teaching practices guidepost for planning for professional development goals common language for discussing teaching practices with other teachers SELF-ASSESSMENT TOOL

v. Anyone interested in improving teaching practices v. TEIs shall use it to design and implement effective preservice teacher education curricula v. PRC shall refer to it to design the LET

v. Organizations and agencies that provide In- Service Education for Teachers (INSET) shall refer to it to develop the intervention they desire v. Award-giving bodies shall refer to it to define their criteria for outstanding teachers

v. Dep. ED shall use the NCBTS to formulate its hiring, promotion, supervision and other policies related to the teaching profession. v. The NCBTS shall also be used in designing its INSET programs for teachers v. Most of all, Individual teachers in all public elementary and high schools shall use it for their professional development activities

The NCBTS is used as set of guidelines by the Field Study and Pre-Service Cooperating Teacher.

What do you need to know about FSC? • FSC are anchored on the NCBTS and the Competency Standards of CMO 30, s. 2004. • FSC are practical learning experiences which are aligned to the professional courses.

What do you need to know about FSC? • FSC provide students with rich practical learning experiences which are drawn out from the actual learning environment. • FSC enable students to observe, verify and reflect on the various events which relate to the concepts, methods and strategies previously learned.

What do you need to know about FSC? • FSC provide opportunities to capture other experiences which can be further verified, confirmed and reflected on in relation to their becoming a teacher. Successful Experiential Learning can only be delivered by a resource/cooperating teacher who has the knowledge of what experiential learning is …anchored on the NCBTS and CS of CMO 30, s. 2004

ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS REFERENCE: GUIDELINES IN THE DEPLOYMENT OF PRESERVICE TEACHERS FIELD STUDY See to it that the FSS’s role is limited to the requirements and activities of the particular FSC Accommodate FSSs in their actual classroom teaching and are not duty bound to mentor/coach Certifies the attendance of the FSSs

ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS REFERENCE: GUIDELINES IN THE DEPLOYMENT OF PRESERVICE TEACHERS PRACTICE TEACHING Observe mentor-mentee relationship Assist the ST in honing their skills ü Observe, coach/mentor and evaluate the performance of the ST ü Keep a record of observations and post conferences made with the ST ü Model effective teaching and management techniques

ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS REFERENCE: GUIDELINES IN THE DEPLOYMENT OF PRESERVICE TEACHERS PRACTICE TEACHING Provide the ST the opportunity to teach independently and collaboratively ü Allow the ST to participate in cocurricular and school/community activities ü Complete a set of summative evaluation reports for each student teacher ü Recommend PASS or FAIL standing for the ST for the practicum ü

The Teacher Education and Development Map Retirement Preparation Dep. ED/CHED/TEIs In-Service Training and Professional Development Dep. ED Entry to Teacher Education CHED/TEIs/Schools Pre-Service Training National Competency-Based Teacher Standards Induction Training Dep. ED* / Civil Service Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System (BEEd/BSEd/PGCEd) PRC Teacher Licensure *Includes public and private schoo

HOW SHOULD TEACHERS USE THE NCBTS? ü as a guide to reflect on ones own current teaching practices ü as a framework for creating new teaching practices ü as a guidepost for planning for professional development goals ü as a common language for discussing teaching practices with other teachers ü as set of guidelines for cooperating teachers to support the FS Students (FSS) and Student Teachers (ST)

The NCBTS is 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. RECAP

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. RECAP

NCBTS 7 DOMAINS SLDCPCT Domain 1. Social Regard for Learning Domain 2. Learning Environment LE Domain 3. Diversity of Learners DL Domain 4. Curriculum C Domain 5. Planning, Assessment and Reporting PAR Domain 6. Community Linkages CL Domain 7. Teacher Personal Growth & Professional Development TPGPD SRL

CBTS organized hierarchically DOMAINS STRANDS INDICATORS

CBTS organized hierarchically 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

CBTS organized hierarchically DOMAINS STRANDS more specific dimensions of positive teacher practices under the broad conceptual domain

CBTS organized hierarchically DOMAINS STRANDS INDICATORS concrete, observable, and measurable teacher behaviours, actions, habits, routines, and practices known to create, facilitate, and support enhanced student learning.

DOMAINS, STRANDS, INDICATORS DIMENSIONS NATURE/QUALITY FREQUENCY, CONSISTENCY, and APPROPRIATENESS SELF-AWARENESS

DOMAINS, STRANDS, INDICATORS DIMENSIONS NATURE/QUALITY “How well are the essential qualities or critical features demonstrated/observed in the positive practices? ” FREQUENCY, CONSISTENCY, and APPROPRIATENESS SELF-AWARENESS

DOMAINS, STRANDS, INDICATORS DIMENSIONS FREQUENCY, CONSISTENCY, and APPROPRIATENESS “How often is the ideal teaching practice demonstrated? “Is the demonstration appropriate to the particular teaching-learning process? ” “Is the teacher consistent in demonstrating this ideal?

DOMAINS, STRANDS, INDICATORS DIMENSIONS SELF-AWARENESS “Is the teacher aware or mindful of the premises, rationale, nature, and effects of the demonstrated teacher-learning process? ”

Domain 1. Social regard for learning 1. Demonstrates value for learning 2. Demonstrates that learning is of different kinds and comes from different sources Domain 2. Learning Environment Domain 7. Teacher Personal Growth 1. Creates an environment that promotes and Professional Development fairness 1. Takes pride in the nobility of teaching 2. Makes the physical environment safe and as a profession. conducive to learning 2. Builds professional links with 3. Communicates higher learning colleagues to enrich teaching practice. expectations to each learner 3. Reflects on the extent of the 4. Establishes and maintains consistent attainment of learning goals. standards of learners’ behavior Domain 2. Learning Environment 1. Creates that Growth promotes Domainan 7. environment Teacher Personal Domain 1. Social regard for learning Domain 5. Planning, Assessment & Reporting Domain 4. Curriculum fairness and Professional Development 1. Makes Communicates promptly and clearly tosafe learners, 1. 1. Demonstrates mastery of the subject Takes pride in the nobility of teaching as a 2. the physical environment Domain 3. Diversity of Learners Domain 6. Community. Domain Linkages 1. Demonstrates value for learning SEVEN parents and superiors about progress of learners 2. Domain Communicates clearning goals for the 1. Establishes learning environments 1. Is familiar with learners’ background profession. 6. Community Linkages and conducive to learning DOMAINS that respond to the aspirations of the knowledge and experiences 1. Is familiar with learners’ 2. Develops and uses a variety of appropriate lessons that are appropriate for learners community 2. Demonstrates concern for holistic 2. Demonstrates that learning is of 2. Builds professional links with colleagues 1. Establishes learning environments that to development of learner 3. assessment Communicates higher learning strategies to monitors and evaluate background knowledge and 3. Make good use of allotted instructional enrich teaching practice. respond to to theeach aspirations of from the community different kinds and comes Domain 5. Planning, Assessment expectations learner Domain 4. Curriculum learning & Reporting time experiences 3. Reflects on the extent of attainment of 1. the Demonstrates mastery of the subject 1. Communicates promptly and clearly to sources 2. Communicates clearning goals for 4. different and maintains consistent 3. Establishes Monitors regularly and provides feedback on learners, and superiors about 4. parents Selects teaching methods, learning 2. Demonstrates concern for learning goals. the lessons that are appropriate for progress of learners’ understanding of contents 2. Develops and uses a variety of activities and instructional materials or standards of learners’ behavior 3. Make good use of allotted instructional holistic development of learner appropriate assessment strategies to time resources appropriate to learners and 4. Selects teaching methods, learning activities and instructional materials or aligned to objectives of the lesson resources appropriate to learners and monitors and evaluate learning 3. Monitors regularly and provides feedback on learners’ understanding of contents aligned to objectives of the lesson

NCBTS 7 DOMAINS SLDCPCT Domain 1. SRL Domain 2. Domain 3. Domain 4. Domain 5. Social Regard for Learning Environment LE Diversity of Learners DL Curriculum C Planning, Assessment and Reporting PAR Domain 6. Community Linkages CL Domain 7. Teacher Personal Growth & Professional Development

Summary of the Distribution of the Domains, Strands, Indicators and the KSAs of the TSNA. 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

NAME: _________________ DATE: ______ Please do not leave any item unanswered. NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING Code for Competency Level: L- Low S- Satisfactory F- Fair H- High Strand 1. 1 Teacher’s actions demonstrate value for learning Indicator 1. 1. 1. Implements school policies and procedures At what level. Cdo I… - competency 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? L F S H

Teacher Performance Appraisal APPRAISAL RATING SCALE Rubric Rating Level of Achievement 1 Not demonstrated 2 Basic 3 Proficient 4 Advanced 5 Exemplary Criteria Knowledge and skills of the performance criteria is not observed Evidence of basic knowledge and skills in performing the task but requires assistance Demonstrates adequate knowledge of the standard and consistent practice is a normal part of teaching practice Demonstrates substantial knowledge and understanding of the standard/ performance and regularly applies it in teaching practice Comprehensive knowledge and understanding of the standard/performance criteria and skillfully integrates it into practice

MATCHING FSC and NCBTS FIELD STUDY COURSES NCBTS DOMAINS FS 1 – Learners Development and Environment • Learning Environment • Curriculum • Diversity of Learners • Community Linkages • Personal Growth and Prof’l Dev’t FS 2 – Experiencing the Teaching. Learning Process • Learning Environment • Curriculum • Diversity of Learners • Planning, Assessing & Reporting • Social Regard for Learning FS 3 – Technology in the Learning Environment • Curriculum

MATCHING FSC and NCBTS FS 4 – Understanding Curriculum Development • Learning Environment • Curriculum • Diversity of Learners • Community Linkages • Personal Growth and Prof’l Dev’t • Planning, Assessing & Reporting • Social Regard for Learning FS 5 – Learning Assessment Strategies • Learning Environment • Curriculum • Personal Growth and Prof’l Dev’t • Planning, Assessing & Reporting FS 6 – On Becoming a Teacher • Learning Environment • Diversity of Learners • Community Linkages • Personal Growth and Prof’l Dev’t • Planning, Assessing & Reporting • Social Regard for Learning