The National Competency-Based Teacher Standards (NCBTS) is a set of standards that defines the competencies that teachers in the Philippines should possess. It was developed by the Department of Education (DepEd) in collaboration with various stakeholders, including teachers, school administrators, and education experts.
The NCBTS consists of seven domains, each of which represents a specific area of teaching competency. These domains are: Planning and Preparation, Classroom Environment, Instruction, Professionalism, Assessment, Communication, and Reflective Practice.
The Planning and Preparation domain includes competencies related to the planning and organization of lessons, the selection of teaching materials, and the development of teaching strategies. The Classroom Environment domain covers competencies related to creating a positive and supportive learning environment, managing classroom behavior, and promoting a culture of respect and collaboration.
The Instruction domain covers competencies related to the delivery of lessons, including the use of various teaching methods and the integration of technology in the classroom. The Professionalism domain includes competencies related to ethical conduct, professional development, and the maintenance of professional relationships.
The Assessment domain covers competencies related to the evaluation of student learning, including the use of various assessment tools and the interpretation of assessment results. The Communication domain includes competencies related to effective communication with students, parents, and colleagues.
Finally, the Reflective Practice domain covers competencies related to continuous learning and improvement, including the ability to reflect on one's own teaching practices and make adjustments as needed.
Overall, the NCBTS serves as a guide for teachers in the Philippines to ensure that they are competent and effective in their roles. It helps teachers to continually improve their practice and better meet the needs of their students.
(PDF) Philippine Professional Standards for Teachers
This set of standards makes explicit what teachers should know, be able to do and value to achieve competence, improved student learning outcomes, and eventually quality education. These two domains are not distinct and separate from those five domains related to facilitating learning. They display skills in planning, implementing, and managing learning programs. It articulates what constitutes teacher quality in the K to 12 Reform through well-defined domains, strands, and indicators that provide measures of professional learning, competent practice, and effective engagement. In an effort to understand why recent initiatives to promote learner-centred pedagogy in science teaching made a little change in the actual teaching practices of science teachers, this study explored pre-service science teachers' beliefs about science knowledge and their teaching practices.
(PDF) Curriculum Development (Full Book)
The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st Century in the Philippines. The descriptors represent a continuum of development within the profession by providing a basis for attracting, preparing, developing and supporting teachers. The competency-based teacher standards are organized hierarchically. How Was the NCBTS Decided? Through quality teachers, the Philippines can develop holistic learners who are steeped in values, equipped with 21st century skills, and able to propel the country to development and progress. The changes brought about by various national and global frameworks such as the K to 12 Reform, ASEAN Integration, globalization, and the changing character of the 21st century learners necessitate the improvements and call for the rethinking of the National Competency-Based Teacher Standards NCBTS ; hence, the development of the PPST. Teacher knowledge is essentially complex and problematic; applicability varies across learners and contexts.
Download DepEd Teacher Induction Program Modules 1
Actually, the NCBTS assumes that teachers themselves are interested in improving their practice. All my students always feel respected and appreciated in class, and that they all have an equal opportunity to learn and to achieve. The competencies in the NCBTS were derived from a educational theories and empirical research on characteristics learning environment and teaching practices that lead to effective student learning, and b documented successful practices and programs of schools, divisions, regions, and educational reform projects in different parts of the country. The two domains refer to the teaching practices that attempt to situate or at least link the teaching-learning process to appropriate contexts: the immediate physical, psychological and the social context of the classroom, and the larger socio-cultural, economic, political, and historical context of the community. Blended learning studies that fit the goals of this review were practically non-existent.
Philippine Professional Standards for Teachers (PPST)
Department of Education 17 Domain 1: The domain of Social Regard for Learning focuses on the ideal that teachers serve as positive and powerful role models of the values of the pursuit of learning and of the effort to learn, and that the teachers actions, statements, and different types of social interactions with students exemplify this ideal. In other words, the NCBTS can cue the teacher about what she should be doing, in case she finds her current practice less than ideal. It provides you the opportunity to take a closer look of who you are according to how you see yourself and how others see you, how you respond to situations or circumstances, and the impact of this on others. Download Teacher Induction Program TIP Module 1 Teacher Induction Program TIP Module 2: The Filipino Teacher Purpose This module brings you to a clear and realistic perception of yourself. Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building. They have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience. You will also answer the postassessment test after reading all the lessons to gauge your full comprehension of the entire Module.
