Ncbts form. (PDF) Curriculum Development (Full Book) 2022-12-09
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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.
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.
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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.
Anchored on the principle of lifelong learning, the set of professional standards for teachers recognizes the significance of a standards framework that articulates developmental progression as teachers develop, refine their practice and respond to the complexities of educational reforms. They provide learners with the necessary feedback about learning outcomes that informs the reporting cycle and enables teachers to select, organize and use sound assessment processes. Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They create lifelong impact in the lives of colleagues, students and others. Teacher knowledge is technical knowledge applicable to all learners and contexts. So the NCBTS is concerned with whether teachers are competent in helping students learn. It highlights the need for teachers to utilize a range of resources and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of high standards of learning.
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.
Immediate dissemination of and strict compliance with this Order is directed. The NCBTS has simply articulated this expectation so that it is clear to all concerned. They utilize a range of resources and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of high standards of learning. They value personal and professional reflection and learning to improve their practice. They translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning.
The framework provides concrete guideposts to help teachers become better and better. Career Stage 3 Teachers work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice. The PRC shall refer the NCBTS in designing the Licensure Exam for Teachers. The instructions are very easy to follow and the activities are related to what you are doing as a teacher. Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers Strand 2.
Teaching and learning resources Teaching aids and other materials that teachers use not only to enhance teaching and learning but also to assist learners to meet the expectations for learning as defined by the curriculum. The DPPE curriculum innovation was designed to foster cognitive and pedagogical development in educators. The teacher will also identify learning programs implemented or offered in his school or district that are responsive to the needs of the learners in different key learning stages. The schools division office shall have the same functions and responsibilities in the school districts and secondary schools. They provide focused teaching programs that meet curriculum and assessment requirements. Some of his articles about teaching have been spread abroad and featured on different educational websites in the United States. Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers Strand 3.
Teaching involves reflective and flexible application of technical knowledge in ways that best bring about student learning. PPST Standards The coverage of the Module is aligned to the Download Teacher Induction Program TIP Module 2 Teacher Induction Program TIP Module 3: Responsibility and Accountability of a Filipino Teacher Welcome to this module on the Responsibility and Accountability of a Filipino Teacher! Hence, enhancing teacher quality becomes of utmost importance for long term and sustainable nation building. They exhibit commitment to inspire the education community and stakeholders for the improvement of education provision in the Philippines. More importantly, it sets out As you go through the different sessions, consider the following as your desired learning outcomes. The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices. In the later part of the module the teacher will do a self-reflection on how he could become an effective teacher capable in the delivery of quality basic education among the Filipino learners.