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CHED/TEIs Retirement Entry to Teacher Education CHED-TEI/DepEd-SchoolsDepEd/CHED/TEI Pre-service In-ServiceEducation and Teacher NATIONAL Professional Education COMPETENCYDevelopment BEEd/BSed/ BASED PGCEd TEACHER STANDARDS DepEd PRC Teacher Teacher Induction DepEd* and CSC Licensure Teacher Human Resource Planning, Recruitmen t, Selection, Deploym ent and Recognition System
The NCBTS is an integrated theoreticalframework that defines the differentdimensions of effective teaching, whereeffective teaching means being able to help alltypes of students learn the different learninggoals in the curriculum.
Why do we need the NCBTS? The NCBTS provides a single frameworkthat shall define teaching in all aspects of ateacher’s professional life and in all phases ofof teacher development. The use of a single framework shouldminimize confusion about what effectiveteaching is.
The single framework should also providea better guide for all teacher developmentprograms and projects from the school-levelup to the national level.
Anyone who is interested in improvingteaching practices should refer to the NCBTS.PRCOrganizations and Agencies.
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 and professional development goals. As a common language for discussing teaching practices with other teachers.
But what is “new” about the NCBTS is thatthese ideas have been integrated into asingular integrated framework.There are actually “new” ideas that theNCBTS is emphasizing. For example, the ideaof “competency-based” standards is arelatively new idea in teacher development inthe Philippines..
Means that the standards or criteria forcharacterizing good teaching are defined interms of the teacher’s credential, LETscores, grades in graduateschool, degrees, personality traits, and soon, we look at what the teacher can docompetently.
(a) Educational theories and empiricalresearch on characteristics learningenvironment and teaching practices that leadto effective student learning.(b) Documented successful practices andprograms of schools, divisions, regions, andeducational reforms projects in different partsof the country.
A technical working group was set up tostudy what types of classroom learningexperiences were defined.These practices were then organized andpresented in a series of national, zonal, andsectoral consultations for validation andfinalizationThe bulk of participants wereteachers, masterteachers,principals,superintendents,,TEI’s, CHED,PRC,CSC, BEAM,NGO
NCBTS does not adhere to a singleeducational theory. Indeed, it is a balancedframework that adopts assumptions of differenteducational theories. The NCBTS articulates a view of idealteaching that is closely linked to newparadigms about effective learning.
NCBTS defines a new paradigm of teachingwhere the teacher is viewed as a knowledgeprofessional who is responsible for facilitatinglearning in variety of learners and learningenvironments.
Traditional View NCBTS ViewTeaching is a technical Teaching is facilitatingprocess, and the good learning and thequalities of this qualities of goodtechnical process are teaching are defined inwell defined. terms of whether. students learn or not.Teaching knowledge is Teacher knowledge istechnical knowledge essentially complexapplicable to all and problematic;learners and contexts. applicability varies. Asdf across learners and. contexts.
Teaching involves Teaching involvesconsistent application reflective and flexibleof technical knowledge. application of technical knowledge in ways that best bring about studentEffective application of Effective teaching isteacher knowledge is determined within thedependent on limits and opportunitiesprerequisite inputs in found in the learningteaching environment. environment.
No, teachers have always been expected to help alltheir students learn given constraints in the learningenvironment. The NCBTS has simply articulated thisexpectation so that it is clear to all concerned.
The NCBTS takes a developmentalperspective about teaching standards. Theframework provides concrete guideposts tohelp teachers become better and better.
Individual teachers have various types andlevels of motivation to improve their teachingin ways that better enhance student learning. Individual teachers have differentcapabilities to constantly improve theirteaching for better student learning.
Individual teachers have diverse ranges ofopportunities to pursue their motivations andraise their capabilities to teach better, inwhatever situations they are. The process of improving the teacher is anindividual process, but this is sustained andenhanced when the efforts are collaborativeand synergistic among communities ofteachers.
Individual teachers may develop improvedteaching practice for enhanced studentlearning, but the full impact on student learningis best achieved by integrated and cumulativeimprove improved efforts of many teachers. The qualities of good teaching for enhancedstudent learning are found in individualteachers, but such qualities are strengthenedand valued more when it is supported bycommunities of teachers and educators.
The competency-based teacherstandards are organized hierarchically. The“basic” level categories of the are sevendomains. A domain is a defined as a distinctivesphere if the teaching learning processes, andis also a well-defined arena for demonstratingpositive teacher practices. Each domain isdefined in terms of a principle of ideal teachingassociated with enhanced student learning.
DOMAIN 1: SOCIAL REGARDING FOR LEARNING DOMAIN 2: LEARNING ENVIRONMENT DOMAIN 3: DIVERSITY OF TEACHERS DOMAIN 4: CURRICULUMDOMAIN 5: PLANNING, ASSESSING AND REPORTING DOMAIN 6: COMMUNITY LINKAGES DOMAIN 7: PERSONAL GROWTH AND PRO- FESSIONAL DEVELOPMENT
Domain 1 Social Regard for Learning Acts as a positive role model for students Domain 2 Domain 7 Statement The Learning Environment Personal Growth and of • Creates an environment that promotes Professional Development fairness Principle• Takes pride in the nobility of Teachers in all • Makes the physical environment safe teaching as a profession Philippine schools are and conducive to learning• Builds professional links with committed and accountable • Communicates higher learning colleagues to enrich teaching for providing classroom expectations to each learner practice instruction with results that • Establishes and maintains consistent• Reflects on the extent of the are manifested in high standards of learners behavior attainment of learning goals performance levels in terms of student learning outcomes. Domain 3 Teachers are dedicated to the Domain 6 well-being of the students and Diversity of Learners communities they serve, • Is familiar with learner’s background Community Linkages taking into account their knowledge and experiences• Establishes learning environments cultural diversity, group • Demonstrates concern for holistic that respond to the aspirations of aspirations and what development of learners the community is valued in education. Domain 4 Domain 5 Curriculum Planning Assessing and Reporting • Demonstrates mastery of the subject• Communicates promptly and clearly to • Communicates clear learning goals for the lessons that learners, parents, and superiors about the progress of are appropriate for learners learners • Makes good use of allotted instructional time• Develops and uses a variety of appropriates assessment strategies to monitor and evaluate learning • Selects teaching methods, learning activities, and instructional materials or resources appropriate to• Monitors regularly and provides feedback on learners’ learners and aligned to the objectives of the lesson understanding of content
CMO NO. 30, SERIES 2004 Article IV COMPENTENCY STANDARDSGraduates of the BEEd and BSEd programs areteachers who:● have the basic ad higher level literacy,communication, numeracy, critical thinking, learningskills needed for higher learning;● have a deep and principled understanding of thelearning of the learning processes and the role of theteacher in facilitating these processes in theirstudents;
● have a deep and principled understanding of howeducational processes relate to larger historical,social, cultural, and political processes;● have a meaningful and comprehensive knowledgeof the subject matter they will teach;● can apply a wide range of teaching process skills(including curriculum development, lesson planning,materials development, educational assessment, andteaching approaches);● have direct experience in the field/classroom (e.g.,classroom observations, teaching assistance, practiceteaching);
● can demonstrate and practice the professional andethical requirements of the teaching profession;● can facilitate learning of diverse types of learners,in diverse types of learning environments, using awide range of teaching knowledge and skills.● can reflect on the relationships among teachingprocess skills, the learning processing in thestudents, the nature of the content/subject matter,and the broader social forces encumbering the schooland educational processes in order to constantlyimprove their teaching knowledge, skills, andpractices;
● can be creative and innovative in thinking ofalternative teaching approaches, and evaluate theeffectiveness of such approaches in improvingstudents learning; and● are willing and capable to continue learning inorder to better fulfill their mission as teachers.
Bachelor ofElementary Education (BEEd) Bachelor of Secondary Education (BSEd)
Theory and Special TopicsConcepts Courses Courses Methods and Strategies Courses
I wish I could persuade every teacher to beproud of his occupation – not conceited or pompous,but proud. People who introduce themselves with theshame remark that they are, “Just Teachers”, givesme despair in my heart. Did you ever hear a lawyersay depreciatingly that he was only a patentattorney? Did you ever hear a physician say “I amjust a brain surgeon?” I beg of you to stopapologizing for being a member of the mostimportant profession in the world. Draw yourself uptofull height, look at anybody squarely in the eye andsay, “I am a Teacher.” - William Garr