3. CHED/TEIs
Retirement Entry to
Teacher
Education CHED-TEI/DepEd-Schools
DepEd/CHED/TEI
Pre-service
In-Service
Education and Teacher
NATIONAL
Professional Education
COMPETENCY
Development 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

4. 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.

5. Why do we need the NCBTS?
 The NCBTS provides a single framework
that shall define teaching in all aspects of a
teacher’s professional life and in all phases of
of teacher development.
 The use of a single framework should
minimize confusion about what effective
teaching is.

6.  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.

7.  Anyone who is interested in improving
teaching practices should refer to the NCBTS.
PRC
Organizations and Agencies.

8. 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.

9.  But what is “new” about the NCBTS is that
these ideas have been integrated into a
singular integrated framework.
There are actually “new” ideas that the
NCBTS is emphasizing. For example, the idea
of “competency-based” standards is a
relatively new idea in teacher development in
the Philippines..

10. Means that the standards or criteria for
characterizing good teaching are defined in
terms of the teacher’s credential, LET
scores, grades in graduate
school, degrees, personality traits, and so
on, we look at what the teacher can do
competently.

11. (a) Educational theories and empirical
research on characteristics learning
environment and teaching practices that lead
to effective student learning.
(b) Documented successful practices and
programs of schools, divisions, regions, and
educational reforms projects in different parts
of the country.

12.  A technical working group was set up to
study what types of classroom learning
experiences were defined.
These practices were then organized and
presented in a series of national, zonal, and
sectoral consultations for validation and
finalization
The bulk of participants were
teachers, master
teachers,principals,superintendents,,TEI’s, CH
ED,PRC,CSC, BEAM,NGO'

13.  NCBTS does not adhere to a single
educational theory. Indeed, it is a balanced
framework that adopts assumptions of different
educational theories.
 The NCBTS articulates a view of ideal
teaching that is closely linked to new
paradigms about effective learning.

14.  NCBTS defines a new paradigm of teaching
where the teacher is viewed as a knowledge
professional who is responsible for facilitating
learning in variety of learners and learning
environments.

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

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

17. No, teachers have always been expected to help all
their students learn given constraints in the learning
environment. The NCBTS has simply articulated this
expectation so that it is clear to all concerned.

18.  The NCBTS takes a developmental
perspective about teaching standards. The
framework provides concrete guideposts to
help teachers become better and better.

19.  Individual teachers have various types and
levels of motivation to improve their teaching
in ways that better enhance student learning.
 Individual teachers have different
capabilities to constantly improve their
teaching for better student learning.

20.  Individual teachers have diverse ranges of
opportunities to pursue their motivations and
raise their capabilities to teach better, in
whatever situations they are.
 The process of improving the teacher is an
individual process, but this is sustained and
enhanced when the efforts are collaborative
and synergistic among communities of
teachers.

21.  Individual teachers may develop improved
teaching practice for enhanced student
learning, but the full impact on student learning
is best achieved by integrated and cumulative
improve improved efforts of many teachers.
 The qualities of good teaching for enhanced
student learning are found in individual
teachers, but such qualities are strengthened
and valued more when it is supported by
communities of teachers and educators.

22. The competency-based teacher
standards are organized hierarchically. The
“basic” level categories of the are seven
domains. A domain is a defined as a distinctive
sphere if the teaching learning processes, and
is also a well-defined arena for demonstrating
positive teacher practices. Each domain is
defined in terms of a principle of ideal teaching
associated with enhanced student learning.

23. DOMAIN 1:
SOCIAL REGARDING FOR LEARNING
DOMAIN 2: LEARNING ENVIRONMENT
DOMAIN 3: DIVERSITY OF TEACHERS
DOMAIN 4: CURRICULUM
DOMAIN 5: PLANNING, ASSESSING AND REPORTING
DOMAIN 6: COMMUNITY LINKAGES
DOMAIN 7: PERSONAL GROWTH AND PRO-
FESSIONAL DEVELOPMENT

24. 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

25. CMO NO. 30, SERIES 2004
Article IV
COMPENTENCY STANDARDS
Graduates of the BEEd and BSEd programs are
teachers who:
● have the basic ad higher level literacy,
communication, numeracy, critical thinking, learning
skills needed for higher learning;
● have a deep and principled understanding of the
learning of the learning processes and the role of the
teacher in facilitating these processes in their
students;

26. ● have a deep and principled understanding of how
educational processes relate to larger historical,
social, cultural, and political processes;
● have a meaningful and comprehensive knowledge
of the subject matter they will teach;
● can apply a wide range of teaching process skills
(including curriculum development, lesson planning,
materials development, educational assessment, and
teaching approaches);
● have direct experience in the field/classroom (e.g.,
classroom observations, teaching assistance, practice
teaching);

27. ● can demonstrate and practice the professional and
ethical requirements of the teaching profession;
● can facilitate learning of diverse types of learners,
in diverse types of learning environments, using a
wide range of teaching knowledge and skills.
● can reflect on the relationships among teaching
process skills, the learning processing in the
students, the nature of the content/subject matter,
and the broader social forces encumbering the school
and educational processes in order to constantly
improve their teaching knowledge, skills, and
practices;

28. ● can be creative and innovative in thinking of
alternative teaching approaches, and evaluate the
effectiveness of such approaches in improving
students learning; and
● are willing and capable to continue learning in
order to better fulfill their mission as teachers.

29. Bachelor of
Elementary Education
(BEEd)
Bachelor of
Secondary Education
(BSEd)

30. Theory and Special Topics
Concepts Courses Courses
Methods and
Strategies Courses

31. I wish I could persuade every teacher to be
proud of his occupation – not conceited or pompous,
but proud. People who introduce themselves with the
shame remark that they are, “Just Teachers”, gives
me despair in my heart. Did you ever hear a lawyer
say depreciatingly that he was only a patent
attorney? Did you ever hear a physician say “I am
just a brain surgeon?” I beg of you to stop
apologizing for being a member of the most
important profession in the world. Draw yourself upto
full height, look at anybody squarely in the eye and
say, “I am a Teacher.”
- William Garr