Republic of the Philippines
SOUTHERN LUZON STATE UNIVERSITY
COLLEGE OF TEACHERS EDUCATION
Lucban, Quezon
THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)
Reporters:
BSEd – Fil II
Ansus, Andrea A.
Ella, Janeth B.
Jocson, Stephanie Joyce P.
Manalansan, Rico Ian C.
September 2019
National Competency-Based Teacher Standards (NCBTS)
I. Objective:
At the end of this Chapter, you should be able to:
Explain the competencies, as contained in the NCBTS, that each teacher must possess in
order to function effectively in the classroom and in the community;
Examine the responsiveness of the present teacher education curriculum to the needs of
the teacher as she performs her role in the classroom and in the community; and
Deepen your understanding of the various roles of the teacher in the classroom and in the
community.
II. Content
What is NCBTS?
• Set of competencies (behaviours, attitudes and skills)
• Defines different dimensions of effective teaching
• Developed by the Department of Education (DepEd) in relation to the Teacher Education
and Development Program (TEDP)
What does Competency-Based mean?
• Standards/criteria for characterizing good teaching
Why do we need NCBTS?
• Provides single framework that defines teaching in all aspects of a teacher’s professional
life and in all phases of a teacher development
• Minimizes what effective teaching is
• Provides a better guide for all teacher development programs and projects
Traditional View vs. NCBTS View
Traditional View NCBTS View
Teaching is technical process Teaching is facilitating learning
Teaching knowledge is technical Teacher knowledge is essentially complex
knowledge and problematic
Teaching involves consistent application of Teaching involves reflective and flexible
technical knowledge. application of technical knowledge
Effective application of teacher knowledge Effective teaching is determined within the
is dependent on prerequisite inputs in limits and opportunities found in the
teaching environment. learning environment.
The 7 Domains
1. Social Regard for Learning
2. The Learning Environment
3. Diversity of Learners
4. Curriculum
5. Planning, Assessing and Reporting
6. Community Linkages
7. Personal Growth and Professional Development
Statement of Principle
Teachers in all Philippine schools are committed to and accountable for providing
classroom instruction with results that are manifested in high performance levels in terms of
student learning outcomes.
Teachers are dedicated to the well-being of the students and communities they serve,
taking into account their cultural diversity, group aspirations and what is valued in education.
Domain 1
Social Regard for Learning
• Act as a positive role model for students
Domain 2
The Learning environment
• Creates an environment that promotes fairness
• Makes the physical environment safe and conducive to learning
• Communicates higher learning expectations to each learner
• Establishes and maintains consistent standards of learners’ behaviour
Domain 3
Diversity of learners
• Is familiar with learner’s background knowledge and experiences
• Demonstrates concern for holistic development of learners.
Domain 4
Curriculum
• Demonstrates mastery of the subject
• Communicates clear learning goals for the lessons that are appropriate for learners
• Makes good use of allotted instructional time
• Selects teaching methods, learning activities, and instructional materials or resources
appropriate to learners and aligned to the objectives of the lesson
Domain 5
Planning, assessing and reporting
• Communicates promptly and clearly to learners, parents and superiors about the progress
of learners
• Develops and uses a variety of appropriate assessment strategies to monitor and evaluate
learning.
• Monitors regularly and provides feedback on learners’ understanding od content.
Domain 6
Community linkages
• Establishes learning environments that respond to the aspirations of the community.
Domain 7
Personal growth and professional development
• Takes pride in the nobility of teaching as a profession.
• Builds professional links with colleagues to enrich teaching practice.
• Reflects on the extent of the attainment of learning goals.
References:
Bilbao, P. P., Corpuz, B. B., Llagas, A. T. & Salandanan, G. G, (2006).
The teaching profession. Quezon City: Lorimar Publishing, Inc.
https://www.slideshare.net/jenevel/ncbts-40133034
