National Competencybased Teacher Standards NCBTS GC 603 Structured

National Competency-based Teacher Standards (NCBTS) GC 603 Structured Learning Experiences for Counselling and Management Group RICHARD M. BAÑEZ Presenter DR. ELSA C. CALLO Professor

Intended Learning Outcomes q identify educational reforms that rationalize the creation of competencybased standards for teachers; q explain the role of competency-based standards in teachers’ professional growth and development; q describe the structure of the National Competency-based Teacher Standards (NCBTS); q examine the various domains of NCBTS; and q relate the NCBTS to pre-service and in -service teachers’ training.

Teacher Education Development Plan (TEDP) Inclusive Growth Philippine Education for All (EFA) Plan 2015 Basic Education Sector Reform Agenda (BESRA)

Key BESRA changes q Schools as key providers of basic education continuously improve q Teachers as ethical & excellent professionals further enhance their contribution to learning outcomes q Learning basic competencies in Filipino, English, Science and Math is an institutional and social strategy q ECE, ALS and private schooling are key support interventions to public schooling q Dep. ED as driver of institutional reform and development of basic education

Teacher Education Development Plan (TEDP) q Dep. Ed’s articulation of a new paradigm for quality teaching q A common framework for understanding teaching quality q Policy initiatives to reform the teaching system and to improve teaching quality

The Old and New Paradigms The Traditional View The NCBTS View Teaching is a technical process, and the good qualities of this technical process are well defined. Teaching is facilitating learning, and the qualities of good teaching are defined in terms of whether students learn or not. Teacher knowledge is technical knowledge applicable to all learners and contexts. Teacher knowledge is essentially complex and problematic; applicability varies across learners and contexts.

The Old and New Paradigms The Traditional View The NCBTS View Teaching involves consistent application of technical knowledge. Teaching involves reflective and flexible application of technical knowledge in ways that best bring about student learning. Effective application of teacher knowledge dependent on prerequisite inputs in teaching environment. Effective teaching is determined within the limits and opportunities found in the learning environment.

Proposed Reforms q The articulation of a singular competency-based framework for teaching and teacher development that would guide all policies, reforms, and activities related to teaching and teacher development, and which shall be called the National Competency Based Teacher Standards (NCBTS).

Who Should Use the NCBTS? q TEI : to design and implement effective pre-service teacher education curricula. q PRC: in designing the Licensure Exam for Teachers. q Organizations and agencies: that implement in-service education for teachers (INSET) shall refer to the NCBTS in developing their interventions. q Award-giving bodies in defining their criteria for outstanding teachers. q The Department: in formulating its hiring, promotion, supervision, and other policies related to the teaching profession. It shall also use the NCBTS to guide its INSET programs for teachers.

Teacher Development Map CHED/TEIs Entry to Teacher Education Retirement Dep. Ed/CHED/TEIs In-Service Training And Continuing Professional Development/ Dep. Ed National Competency Based Teacher Standards Teacher Induction CHED/TEIs/Schools Pre-Service Training PRC Teacher Licensure Dep. Ed / CSC/ HEIs Teacher Human Resource Planning, Recruitment, Selection, Deployment, and Recognition System

What is NCBTS? It is an integrated theoretical framework that defines the different dimensions of effective teaching.

What is NCBTS? q It draws from many existing positive expressions of good teaching found in Philippine experiences. q Good teaching is defined in terms of actual competencies associated with features of teaching in high-learning classroom activities. q The qualities of good teaching are unified under the teaching paradigm.

What is NCBTS? q The NCBTS is the proposed common framework for all teaching and teacher development programs in the Philippine formal education sector. q The NCBTS defines seven domains within which teachers can develop professionally. q Under each domain, specific strands and indicators are defined.

The NCBTS Structure Contextualization Knowledge and Skills for Facilitating Learning Teacher as a Learner DOMAIN 1: SOCIAL REGARD FOR LEARNING DOMAIN 2: THE LEARNING ENVIRONMENT DOMAIN 3: THE DIVERSITY OF LEARNERS Teacher as Facilitator of Learning DOMAIN 4: CURRICULUM DOMAIN 5: PLANNING, ASSESSING & REPORTING DOMAIN 6: COMMUNITY LINKAGES DOMAIN 7: PERSONAL & PROFESSIONAL GROWTH

DOMAIN 1 Social Regard for Learning q Teachers serve as positive and powerful role models of the values of the pursuit of learning and of the effort to learn. q Teachers’ actions, statements, and different types of social interactions with students exemplify this ideal.

DOMAIN 1 Social Regard for Learning Strand Acts as a positive role model for students Key Question Can my students appreciate and model the value of learning through my interactions with them?

DOMAIN 2 Learning Environment q It focuses on the importance of providing for a social and physical environment within which all students, regardless of their individual differences in learning. q Teachers can engage students to the different learning activities and work towards attaining high standards of learning.

DOMAIN 2 Learning Environment Strands Creates an environment that promotes fairness Makes the physical environment safe and conducive to learning Establishes and Communicates maintains higher learning consistent expectations to standards of each learners’ behavior Key Questions Do I create a social physical environment in my class where my students feel that they are treated are safe and fairly? able to learn? Do I create a classroom atmosphere that encourages students to attain high levels of learning? Do I create a consistent and orderly social climate and organization in the classroom for my students?

DOMAIN 3 Diversity of Learners q It emphasizes the ideal that teachers can facilitate the learning process in diverse types of learners: ― recognizing and respecting individual differences ― using knowledge about students’ differences q Teachers design diverse sets of learning activities to ensure that all students can attain appropriate learning goals.

DOMAIN 3 Diversity of Learners Strands Is familiar with learners’ background knowledge and experiences Demonstrates concern for holistic development of learners Key Questions Do my students feel that I Can I help my students am trying to help them learn whatever their learn, whatever their capabilities, learning styles, cultural heritage, socioeconomic backgrounds, and other differences are?

DOMAIN 4 Curriculum q It refers to all elements of the teaching-learning process that work in convergence to help students attain high standards of learning and understanding of the curricular goals and objectives. q These elements include the teacher’s knowledge of subject matter, teaching learning approaches and activities, instructional materials and learning resources.

DOMAIN 4 Curriculum Strands Demonstrates mastery of the subject Communicates clearning 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?

DOMAIN 4 Curriculum Key Questions Do my students see how well I understand the subject matter I am teaching that they understand appreciate the importance of the lessons? Can my students see and appreciate the value of the curricular goals and objectives I have set for the different lessons in my class? Am I able to help my students attain all the curricular goals within the time provided in the school calendar? Do I use teachinglearning activities and learning resources efficiently to challenge my students to meet high levels of mastery and understanding of curricular objectives?

Planning, Assessing and DOMAIN 5 Reporting q This refers to the aligned use of assessment and planning activities to ensure that the teaching-learning activities are maximally appropriate to the students’ current knowledge and learning levels. q It focuses on the use of assessment data to plan and revise teaching-learning plans, as well as the integration of formative assessment procedures in the plan and implementation of teachinglearning activities.

Planning, Assessing and DOMAIN 5 Reporting Strands Communicates Develops and uses a promptly and clearly variety of appropriate to learners, parents, assessment strategies and superiors about to monitor and the progress of evaluate learning. learners. Monitors regularly and provides feedback on learners’ understanding of content Key Questions Do I provide my stakeholders timely and accurate information about my students’ learning progress? Do I assess my students’ learning and knowledge using appropriate educational assessment procedures, and use the information from these assessment procedures in planning my teachinglearning activities for the students? Do I provide regular feedback to each student about their level of learning?

DOMAIN 6 Community Linkages q It deals with the ideal that school activities are meaningfully linked to the experiences and aspirations of the students in their homes and communities. q It focuses on teachers’ efforts directed at strengthening the links between school and community activities, particularly as these links help in the attainment of the

DOMAIN 6 Community Linkages Strand Establishes learning environments that respond to the aspirations of the community Key Question Are the goals and characteristics of the teaching -learning activities I implement relevant to the experiences, values and aspirations in my students’ communities?

Personal Growth and Professional DOMAIN 7 Development q It emphasizes the ideal that teachers value having a high personal regard, concern for professional development, and continuous improvement as teachers.

Personal Growth and Professional DOMAIN 7 Development Strands 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. Key Questions Do my actions and Am I aware of the statements indicate a Do I try to learn from extent to which my high regard for the other colleagues in practices as a teacher teaching profession the teaching influence my and for my profession to students’ continuous improve my teaching attainment of the development as a practice? learning goals? professional teacher?

NCBTS in Pre-Service Teachers

NCBTS in LET PRINCIPLES OF TEACHING, EDUCATIONAL TECHNOLOGY, CURRICULUM DEVELOPMENT, FIELD STUDY, AND PRACTICE TEACHING 35% q Employ activities, teaching methods, instructional materials and technology, classroom management techniques appropriate for a chosen subject area 10% q Apply appropriate approaches to lesson planning and curriculum development 6% q Apply principles in the preparation and utilization of the conventional and non-conventional technology as well as traditional and alternative teaching strategies 5% q Align curriculum components to instruction and assessment 5% q Distinguish the roles of stakeholders (students, teachers, employers, parents, and community) in the delivery of the curriculum 1% q Use activities that enhance critical, creative, and metacognitive reading skills 5% q Analyze extrinsic and performance 3% intrinsic factors that affect reading

How Should Teachers Use the NCBTS? q As a guide to reflect on their current teaching practices; q As a framework for creating new teaching practices q As a guidepost for planning for professional development goals q As a common language for discussing teaching practices with other teachers q As the guide for thinking critically about whether the teacher’s current practices are helping students attain the learning goals in the curriculum.

Intended Learning Outcomes q identify educational reforms that rationalize the creation of competency-based standards for teachers; q explain the role of competency-based standards in teachers’ professional growth and development; q describe the structure of the National Competency-based Teacher Standards (NCBTS); q examine the various domains of NCBTS; and q Relate the NCBTS to pre-service and inservice teachers’ training.

Lifethat is an artwork is filled with colors and lines which are combined harmoniously to create an image of it is also shaded with , burden, and frustration beauty; fear making it difficult yet challenging for us to keep on stroking our brushes to finish a refined portrait of our selves. - R. Bañez