The Philippine Professional Standards for Teachers DNCBTS The

The Philippine Professional Standards for Teachers (DNCBTS)

The Philippine Professional Standards for Teachers* • Finalized and Agreed by the Dep. ED Regional Directors, Central Office Directors and Representatives (August 4 -5, 2016 Finalization Workshop organized by the Teacher Education Council, Astoria Plaza, Pasig) * Formerly referred to as the Developmental National Competency-Based Teacher Standards or D-NCBTS)

Prior to July 2012, Genesis of the D-NCBTS project Consultative Mission, involving Si. MERR and PNU staff, held in January 2012, six months prior to the establishment of RCTQ and Basic Education Sector Transformation (BEST). Stakeholders raised concerns about the NCBTS Stakeholders responded positively to the ideas of a developmental set of professional teacher standards.

Considerations of D-NCBTS project Among the recommendations were suggestions to revise the NCBTS. Considerations raised were: ü develop career stages; ü ensure that the duplication in NCBTS was reduced; ü give content knowledge and pedagogy a more prominent focus; ü Embed new ideas from the K to 12 Reform into the Standards;

Considerations of D-NCBTS project ü develop professional standards in a form that is tighter and more useable by teachers, schools and jurisdictions; and ü in the case of CHED, to develop; (i) a more focused basis for an internationally acceptable preservice teacher preparation program; and • a Teacher Education Institution (TEI) quality assurance framework.

“The quality of an education system cannot exceed the quality of its teachers. ” (Mc. Kinsey, 2007)

Teacher Quality and the Philippine Professional Standards for Teachers

The Professional Standards • Articulates what constitutes teacher quality • Is a public statement of professional accountability • Makes explicit what teachers should know, be able to do and value in the profession • Sufficiently generic to represent practice

Content Knowledge and Pedagogy Learning Environment Distinguished Teacher Highly Proficient Teacher Personal Growth and Professional Development D-NCBTS Beginning Teacher Proficient Teacher Diversity of Learners Curriculum and Planning NCBTS Assessment and Reporting Community Linkages and Professional Engagement

Comparison of D-NCBTS Strands with World Standards

Capturing teacher quality K to 12 (June 2013) 21 st Century Skills National Philippine Competency. Professional based Teacher Standardsfor Teachers (NCBTS) Philippine Qualifications Framework ASEAN Integration/ Internationalization

Philippine Professional Standards for Teachers as a Framework for Teacher Quality and Teacher Development

The Paradigm Shift Pre-K to 12 NCBTS Paradigm Shift K to 12 D-NCBTS (a continuum of teaching practice defined in terms of distinct career stages)

Rationale for Career Stages The description of standards at different career stages provides “a framework for the teacher development continuum. ” (OECD, 2005) Teacher evaluation should be based on professional teaching standards and should be sophisticated enough to assess teaching quality across the continuum of development from novice to expert teacher. (Darling-Hammond in Strauss, 2012)

Targeted Professional Development for Teachers Professional Standards Domain 3. Diversity of Learners Strand 3. 1 Learners’ gender, needs, strengths, interests and experiences Stage 1 Stage 2 Stage 3 3. 1. 1 Demonstrate knowledge and understanding of differentiated teaching to suit the learners' gender, needs, strengths, interests and experiences. 3. 1. 2 Use differentiated, developmentallyappropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences. 3. 1. 3. Work with colleagues to share differentiated, developmentallyappropriate opportunities to address learners’ differences in gender, needs, strengths, interests and experiences. Stage 4 3. 1. 4 Lead colleagues to evaluate differentiated strategies to enrich teaching practices that address learner differences in gender, needs, strengths, interests and experiences. Learning Action Cells

Features of a Developmental Approach (AITSL, Looking at classroom practice, p. 6) • Gives clarification to what it means to “get better” in areas of teacher expertise • Defines direction: describes and illustrates professional growth and development for teachers • Enables teachers to reflect on their practice, diagnose strengths and areas needing improvement • Provides vision and details of the next level of performance based on teacher quality • Is sensitive to the continuum of lifelong learning of teachers’ professional practice

Teacher Professional Development Framework Career Path Stage 3 Recruitment and Hiring Stage 2 (Proficient) Stage 1 (Highly Proficient) (Beginning) Teacher Entry Requirement Stage 4 (Distinguished) Learning Action Cells Rewards, Compensation? Teacher Accreditation at Career Stage 2, 3, 4 and Head Teacher Position Teacher Education Classroom Observation Tool & Self-Reflection Tool Targeted Professional Development and Teacher Training

Career Stage 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Career Stage 2 Positive use of ICT Career Stage 3 Positive use of ICT CAREER STAGE Continuum Teaching and learning resources including ICT Professional reflection and learning to improve practice Career Stage 4

Philippine Professional Standards for Teachers: Domains, Strands, Indicators

Domains Subsumed in other domains NCBTS Philippine Professional Standards for teachers 1 Social Regard for Learning 1 Content Knowledge and Pedagogy 2 Learning Environment 3 Diversity of Learners 4 Curriculum and Planning 5 Planning, Assessing and 5 Assessment and Reporting 6 Community Linkages and Professional Engagement 7 Personal Growth and Professional Development Central to the new K to 12 Reform and places, at the beginning, the importance of teachers knowing their content and knowing how to teach it.

Strategies for promoting literacy and numeracy Use of Mother Tongue, Filipino and English in instruction Engage in professional reflection and assume responsibility for personal professional learning Strategies for developing critical and creative thinking skills Know what to teach and how to teach it Establish Teacher Quality community Requirements relationships in the K to 12 and uphold professional ethics Use a variety of assessment tools to inform and enhance the teaching and learning process Knowledge of research Classroom communication strategies Maintain a learningfocused environment Plan and design effective instruction Are responsive to learner diversity Learners’ linguistic, cultural, socioeconomic and religious backgrounds Learners in difficult circumstances Learners from Indigenous Groups

Mother Tongue Professional Development for Teachers Standards, Domain 1: Content Knowledge and Pedagogy NCBTS ? Not mentioned Strand 1. 6 Use of Mother Tongue, Filipino and English in teaching and learning Stage 4 v e r s u s Stage 3 Stage 2 Stage 1 1. 6. 1 Use Mother Tongue, Filipino and English in teaching and learning. 1. 6. 2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning. 1. 6. 3 Model and support colleagues in the proficient use of Mother Tongue, Filipino and English to improve teaching and learning, as well as to develop the learners' pride of their language, heritage and culture. Explicit mention 1. 6. 4 Show exemplary skills in and advocate the use of Mother Tongue, Filipino and English in teaching and learning to facilitate the learners' language, cognitive and academic development and foster pride of their language, heritage and culture.

Social Regard for Learning NCBTS Strand 1. 1. Teacher’s actions demonstrate value for learning 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 Strand 1. 2. Demonstrates that learning is of different kinds and from different sources 1. 2. 1. Makes use of various learning experiences and resources Professional Standards for Teachers Strand 2. 1 Learner safety and security 2. 1. 2 Establish safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures Strand 6. 4 School policies and procedures 6. 4. 2 Comply with and implement school policies and procedures consistently to foster harmonious relationships with learners, parents, and other stakeholders. Strand 6. 3 Professional ethics 6. 3. 2 Review regularly personal teaching practice using existing laws and regulations that apply to the teaching profession and the responsibilities specified in the Code of Ethics for Professional Teachers. Strand 2. 3 Management of classroom structure and activities 2. 3. 2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.