NCBTS

TEACHER EDUCATION FRAMEWORK

DR. DANILO B. SOLAYAOPNU / PUP / PLMun

What is the TEDP?Teacher Education and Development

Plan

A master plan to bridge the gap between the needs and expectations of learners and the knowledge and skill levels of teachers

TEDP

TEDP was initiated to have two important levels in teacher development compliment each other: the pre-service and the in-service

TEDP was designed to put all the different agencies to collaborate with each other in the development of teachers: DepEd, CHED, PRC, CSC and Professional Organizations

What is the TEDP?

It conceptualizes a teacher’s career path as a continuum from the entry to a teacher education program (TEIs) to the teacher retirement from formal service (DepEd)

TEDP

Addresses each stage in the cycle as integrated part of each component which is connected to the past and the future.

Review : Roots of NCBTS

Origin:

BEAM (Basic Education Assistance for Mindanao) provided the working papers during the initial crafting of NCBTS.

What is the NCBTS?

It is at the CORE of the TEDP.

It provides a unified framework for teacher development.

It defines the different dimensions of effective teaching.

What is the NCBTS?

It is based on the core values of Filipino teachers and on the effective teaching and learning.

It is based on the 7 domains and each represents the desired features of teaching and learning process.

What is the NCBTS?

The 7 domains of NCBTS have series of strands of desired teaching performance statements.

These statements are observable indicators of the quality of teaching.

The NCBTS would guide all policies, reforms, and activities related to teaching and teacher development of the teaching profession.

Why Do We Need the NCBTS?

The NCBTS provides a single framework that defines as a standard what effective teaching is.

NCBTS provides a better guide for all teacher development program and projects from school level to national level.

Who Should Use the NCBTS?

All who are involved in improving teaching-learning practices.

TEIs with CHED will use it to design and implement effective pre-service teacher education curricula

PRC shall refer to it to design the LET effective 2009. NCBTS shall be used to plan for a unified INSET program for teachers in the country.

Who Should Use the NCBTS?

DepED shall use the NCBTS to formulate

a. hiring

b. promotion

c. supervision

d. other policies related to the teaching profession.

DOMAIN 1: SOCIAL REGARD FOR LEARNING

DOMAIN 2: THE LEARNING ENVIRONMENT

DOMAIN 3: THE DIVERSITY OF LEARNERS

DOMAIN 4: CURRICULUM

DOMAIN 5: PLANNING, ASSESSING & REPORTING

DOMAIN 6: COMMUNITY LINKAGES

DOMAIN 7: PERSONAL GROWTH & PROFESSIONAL

DEVELOPMENT

Domain 1:

Social Regard for Learning

Focuses on the ideal thatteachers serve as positive and powerful role models of the values for the pursuit

of learning and of the effort to learn. The teacher’s actions, statements and different types of social interactions with students exemplify this ideal.

Strand for Desired Teaching Performance for Domain 1

Teacher’s actions demonstrate value for learning

Domain 2:

Learning Environment

Focuses on the importance of providing social and physical

environment within which all learners regardless of individual differences in learning can engage in the different activities and work towards attaining

high standards of learning.

Strands of Desired Teaching Performance for Domain 2

Creates an environment that promotes fairness

Makes the classroom environment safe and conducive to learning

Communicates higher learning expectations to each learner

Establishes and maintains consistent standards of learners’ behavior

Domain 3:Diversity of Learners

Emphasizes the ideal that teachers can facilitate the learning process in diverse

types of learners, by (a) recognizing and respecting individual differences, then (b)

using knowledge about students’ differences to design diverse sets of learning activities in

order to ensure that all students can attain appropriate learning goals.

Strands of Desired Teaching Performance for Domain 3

Is familiar with learners’ background knowledge and experiences

Demonstrates concern for holistic development of learners

Domain 4:Curriculum

Refers to all elements of the teaching-learning process that work together to help

students attain high standards of learning and understanding of the curricular goals and objectives. These elements include the teacher’s knowledge of subject matter,

teaching-learning approaches and activities, instructional materials and learning resources.

Strands of Desired Teaching Performance for Domain 4

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 objectives of the lesson

Domain 5:Planning, Assessing and

Reporting

Refers to the use of assessment and planning activities which ensures that the teaching-learning activities are maximally

appropriate to the students’ current knowledge and learning levels.

Strands of Desired Teaching Performance for Domain 5

Communicates promptly and clearly learners’ progress to parents, superiors and to learners themselvesDevelops and uses a variety of appropriate assessment strategies to monitor and evaluate learningMonitors regularly and provides feedback on learners’ understanding of content

Domain 6:Community Linkages

Focuses on the ideal that schoolactivities are meaningfully linked to the

experiences and aspirations of thestudents in their homes and

communities. Efforts are directed atstrengthening the links between school

and community activities to attain curricular objectives.

Strands of Desired Teaching Performance for Domain 6

Establishes learning environments that respond

to the aspirations of the community

Domain 7:Personal Growth and

Professional Development

Emphasizes the ideal that teachers value , having a high

personal regard and concern for professional development and

continuous improvement as teachers.

Strands of Desired Teaching Performance for Domain 7

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 students’ learning goals

Actions to Implement NCBTS

School levelinitiate and sustain the regular practice of teachers using NCBTS as guide for their professional self-appraisal as an integral part of preparing SIPs.

Division levelallocate and use INSET funds to meet range/levels of teacher development needs identified using NCBTS.Include NCBTS as a focus of instructional supervision

Actions to Implement NCBTS

Actions to Implement NCBTS

Regional Level

Analyze school and division performance data

Identify critical gaps and weaknesses in learning outcomes at schools and divisions based on quality assurance and learning support criteria.

Actions to Implement NCBTS

Develop strategic alliances with TEIs preparing graduate teachers for NCBTS.

From central to field levels:

develop and introduce revised teacher’s performance appraisal instruments based on NCBTS

Parting Statements

NCBTS is a document that adheres to the ideals of Filipino teachers. One of the best documents to improve Philippine education.

When teacher performance is anchored on NCBTS only the best learning outcomes will result.