MODULE IN TEACHING PROFESSION

CHAPTER II: LESSON I THE NATIONAL COMPETENCY-BASED TEACHER

STANDARDS (NCBTS)

I. Objectives
In the end of this lesson the students are able to;
a) know the National Competency-Based Teacher Standard and its
Statement of Principle
domain strands and performance indicators; and
b) apply the competencies in teaching.
Teachers in all Philippine schools
II. Motivation
are incommitted
The reporter will distribute a paper andpaper
the class. Each accountable
foebyproviding
consists of different question that will be answer the student.classroom
They
have only 3 minutes to answer and after that the reporterwith
instruction will call somethat are
result
student to present his answer.
manifested in high performance
III. Body
level in terms of student
THE NATIONAL COMPETENCY-BASED learning outcomes.
TEACHER STANDARDS Teacher are
(NCBTS) dedicated to the well-being of
A PROFESSIONAL DEVELOPMENT the GUIDE
students FOR andFILIPINO
communities
TEACHERS they serve taking into account
The National Competency-Based Teacher theirStandard
cultural(NCBTS)
diversity,
is a group
set of competencies (behaviors, attitudesaspiration andeach
and skills) that what is valued in
teacher
must possess to function effectively and satisfactorily, these is based on
education
the core values of Filipino teachers and on the principles of effective
teaching and learning. The NCBTS framework is divided into seven
domains that represent the desired features of teaching and learning
process. These domains incorporate a series of twenty-one strands of
desired teaching performance statements which can be identified as
eighty performance indicators that are observable indicators of the
quality of the teacher’s performance.

National Competency-Based Teacher Standards

 Domain 1. Social Regard
for Learning
• Act as a positive
role model for
student

Domain 2. Learning
Environment
• Creates an environment
that promotes fairness
• Makes the physical
environment safe and
conductive to learning
Statement of
• Communicates higher
Principle learning expectations to
each learner
Teachers in all • Establishes ad maintains
consistent standards of
Philippine schools are learners’ behavior
committed and
accountable for
providing classroom
instruction with result
that are manifested in
high performance level
in terms of student
learning outcomes.
Teacher are dedicated
to the well-being of the
students and
communities they
serve taking into Domain 3. Diversity of
Learners
account their cultural
diversity, group • Is familiar with learner’s
background knowledge
aspiration and what is and experiences
valued in education • Demonstrates concern
for holistic development
of learners
Domain 1. Social Regard for Learning
This domain of Social Regard for learning focuses on the ideal that the
teacher serve as positive and powerful role models of the values of the
pursuit of learning of different kinds of the effort to learn. The teacher’s
actions, statements, and different types of social interaction with
students exemplify this ideal.
Strand of Desire Teaching Performance indicators
Performance
1.1 Act as a positive role model 1.1.1 Implement school policies and
for student procedures
1.2.2 Demonstrate punctuality
1.3.3 Maintains appropriate
appearance
1.4.4 Is careful about the effect of
one’s behavior on students
1.5.5 Shows respect for other
persons and their ideas
Domain 2. Learning Environment
The domain of Learning Environment focuses on importance of
providing for social, psychological, and physical environmental within
which all students, regardless on their individual differences in
learning, can engage the different learning activities and work towards
attaining high standard of learning.
Strand of Desire Teaching Performance indicators
Performance
2.1 Creates an environment that 2.1.1 Maintains a learning
promotes fairness environment of courtesy and respect
for different learners. (ability,
culture, gender)
2.2.2 Provide gender-fair
opportunities for learning
2.3.3 Recognize that every learner
has strength
2.2 Makes the physical 2.2.1 Maintains a safe, clean and
environment safe and conductive orderly classroom free from
to learning distraction
2.2.2 Arranges challenging activities
given the physical environment.
2.3 Communicates higher 2.3.1 Uses individual and co-
learning expectations to each operative learning activities to
learner improve capacities of learners for
higher learning.
2.3.2 Encourages learners to ask
questions.
2.3.3 Provides learners with a
variety of learning experience.
2.3.4 Provides varied enrichment
activities to nature the desire for
further learning
2.3.5 Communicates and maintains
high standard of learning
performance
2.4 Establishes ad maintains 2.4.1 Handle behavior problems
consistent standards of learners’ quickly and with due respect to
behavior children’s right
2.4.2 Gives timely feedback to
reinforce appropriate to learners’
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 learning behavior
2.4.5 Encourage free expression of
ideas from student
2.4.6 Creates stress-free
environment
2.4.7 Takes measures to minimize
anxiety and fear of the teacher and
subject.
Domain 3. Diversity of Learners
The domain of Diversity of Learners emphasizes the idea that the
teacher can facilitate the learning process in diverse by first recognizing
and respecting individual differences, then using knowledge about
students’ differences to desing diverse set of learning activities to
ensure all students can attain desired learning goals.
Strand of Desire Teaching Performance indicators
Performance
3.1 Is familiar with learner’s 3.1.1 Obtains information on the
background knowledge and learning styles, multiple
experiences intelligences and needs of learners
3.1.2 Design or select learning
experiences suited to different kinds
of learners
3.1.3 Establishes goals that define
appropriate expectations for
learners
3.1.4 Paces lessons appropriate to
needs and difficulties of learners
3.1.5 Initiates other learning
approaches for learners whose
 needs have not been met by usual
approach
3.2 Demonstrates concern for 3.2.1 Recognizes multi-cultural
holistic development of learners 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

IV. Related Research

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.

Why Do We Need the NCBTS?

The NCBTS provides a single framework that shall define effective

teaching in all aspects of a teacher’s professional life and in all phases of
teacher development. The use of a single framework should minimize
confusion about what effective teaching is. The single framework should
also provide a better guide for all teacher development programs and
projects from the school-level up to the national level

Who Should Use the NCBTS?

- Teacher education institutions shall use the NCBTS to design

and implement effective pre-service teacher education curricular.
- The PRC shall refer the NCBTS in designing the Licensure Exam
for Teachers.
 - Organizations and agencies that implement in-service education
for teachers (INSET) shall refer to the NCBTS in developing their
interventions.
- Award-giving bodies shall refer to the NCBTS in defining their
criteria for outstanding teachers.
- The DepED shall use the NCBTS in formulating its hiring,
promotion supervision, and other policies related to the teaching
profession.
Most important, individual teachers in all the public elementary
and high schools all over the country shall use the NCBTS for their
professional development activities.

How Should Teachers Use the NCBTS?

Teachers can use the NCBTS in many ways:

• As a guide to reflect on their current teaching practices
• As a framework for creating new teaching practices
• As a guidepost for planning for professional development goals

• As a common language for discussing teaching practices with

other teachers

Filipino teachers also share a common vocabulary for

discussing their teaching practice, for defining their ideals as teachers,
for negotiating and creating strategies to improve their practice, and for
addressing their various stakeholders regarding the improvement of the
teaching profession.

What Does Competency-Based Mean?

Competency-based means that the standards or criteria for

characterizing good teaching are defined in terms of what the teacher is
competent to do.
In the NCBTS, good teaching is being defined in terms of those
practices that help students learn better. So the NCBTS is concerned
with whether teachers are competent in helping students learn.
The Traditional View
  Teaching is a technical process, and the good qualities of
this technical process are well defined.
 Teacher knowledge is technical knowledge applicable to all
learners and contexts.
 Teaching involves consistent application of technical
knowledge.
 Effective application of teacher knowledge dependent on
prerequisite inputs in teaching environment.
The NCBTS View
 Teaching is facilitating learning, and the qualities of good
teaching are defined in terms of whether students learn or
not.
 Teacher knowledge is essentially complex and problematic;
applicability varies across learners and contexts.
 Teaching involves reflective and flexible application of
technical knowledge in ways that best bring about student
learning.
 Effective teaching is determined within the limits and
opportunities found in the learning environment.
V. Important Things to Remember

The NCBTS is a set of competencies wherein every teacher must be

competent. It will upgrade their teaching strategies to meet the needs of
student in terms of learning. It will also play as guide to teacher in teaching
in terms of social regard, learning environment and diversity of learners. In
future you must consider the content of NCBTS in teaching.

VI. Exercises
Direction: Answer the question of the correct answer.
1. In what aspect Social Regard for learning focuses?
2. In what aspect Learning environment focuses?
3. In what aspect diversity for learners focuses?
4. What is NCBTS?
5. As future educator, how are you going to apply NCBTS?
VII. Reference
https://www.slideshare.net/w/signup/redirect?from_source=https%3A
%2F%2Fwww.slideshare.net%2Fjenevel%2Fncbts-
40133034&tracking_id=8895560f19507f72&code=AQTKh-
tZdysxhpaFL24FI1xKqZsfS6Ttfhw56s5biGA7ovIDaMdst2doFQjsHJFD-vP18-
nO8QNsX5O93yqeHPOmTxZL6aKLL4Lkd92vzYYWCdOiaHnhVyi4AIgKrsZKj
4HY5mh_a3QHsDTW0Jg-
IRvn5sySvOEn2izO4hkcaD5kXAc4As_mPPZIibtp2g&state=42322ad9c9e8be
8de7b8ecf383207d
Book of the Teaching profession published by LORIMAR PUBLISHING
INC. (p. 63-66)