National Competency-Based Teachers Standards

It is an integrated theoretical framework that defines the different dimension of effective teaching
where effective teaching means being able to help all types of students learn the different
learning goals in the curriculum.

The NCBTS is a set of competencies (behavior, attitudes, and skills) that each Teachers must
possess to function effectively and satisfactorily. These are based upon “the core values of
Filipino teachers and on the principles of effective teaching and learning.

WHY DO WEE NEED NCBTS?

 The NCBTS provides a single framework that shall define effective teaching in all
aspects of a teacher’s professional life and in all phase of teacher development.
 The use of a single framework should minimize confusion about what effective teaching
is.

The NCBTS framework is divided into seven (7) domains that represent the desired
features of the teaching and learning process.
These domains incorporate a series of twenty-one (21) strands of desired teaching
performance statements which can be identified as eighty (80) performance indicators
 that are observable indicators of the quality of a teacher's performance (Experiential
Learning Courses Handbook, 2009).
• Domain1. Social regarding for learning
• This domain of Social Regard for Learning focuses on the ideal that the teachers serve as
positive and powerful role models of the values of the pursuit of learning of different
kinds of the effort to learn. The teacher's actions, statements, and different types of social
interactions with students exemplify this ideal

Strands of Desired Teaching Performance Indicators

Performance

1.1 Acts as a positive role model for 1.1.1 Implements school policies and
students procedures
1.2.2 Demonstrate punctuality
1.3.3 Maintains appropriate appearance
1.4.4 Is careful about the effect of one’s
behavior on students
1.5.5 Shows respect for other persons and
their ideas.

Domain 2. Learning Environment

The domain of Learning Environment focuses on importance of providing for a social,
psychological and physical environmental within which all students, regardless of their
individual differences in learning, can engage the different learning activities and work
towards attaining high standards of learning.
Strands of Desired Teaching Performance Indicators
Performance

2.1 Creates an environment that promotes 2.1.1 Maintains a learning environment of

fairness. courtesy and respect for different learners
(eg. Ability, culture, gender)
2.1.2 Provides gender-fair opportunities
for learning
2.1.3 Recognizes that every learners has
strengths

2.2. Makes the physical environment safe 2.3.1 Uses individual and co-operative
and conducive to learning. learning activities to improve capacities of
 learners for higher learning.

2.3 Communicates higher learning 2.3.2 Encourages learners to ask

expectations to each learner questions.
2.3.3 Provides learners with a variety of
learning experiences
2.3.4 Provides varied enrichment
activities to nurture the desire for further
learning.
2.3.5 Communicates and maintains high
standards of learning performance

Domain 3. Diversity Learners

This domain of diversity of learners emphasizes the ideas that the teachers can facilitate
the learning process in diverse learners by first recognizing and respecting individual
differences, then using knowledge about student’s differences to design diverse sets of
learning activities to ensure that all students can attain desired learning goals.
Strands of Desired Teaching Performance Performance Indicators

3.1 Is familiar with learners background 3.1.1 Obtains information on the learning
knowledge and experiences. styles, multiple intelligences and needs of
learners
3.1.2 Designs or selects learning
experiences suited to different kinds of
learners
3.1.3 Establishes goals that define
appropriate expectations for all learners
3.1.4 Paces lessons appropriate to needs
and/or difficulties of learners
3.1.5 Initiates other learning approaches
for learners whose needs have not been
met by usual approaches

3.2 Demonstrate concern for holistic 3.2.1 Recognizes multi-cultural

development of learners background of learners when providing
learning opportunities
3.2.2 Adopts strategies to address needs of
differently-abled students
 3.2.3 Makes appropriate adjustments for
learners of different socio-economic
backgrounds

Domain 4. Curriculum

The domain of Curriculum refers to all elements of the teaching-learning process that work in
convergence to help students understand the curriculum goals and objectives, and to attain high standard
of learning defined in the curriculum. These elements include the teacher's knowledge of subject matter
and the learning process teaching-learning approaches and activities, instructional materials and learning
resources.

Strands of Desired Teaching Performance Performance Indicators

4.1 Demonstrate mastery of the subject 4.1.1 Delivers accurate and updated content
knowledge using appropriate methodologies,
approaches and strategies
4.1.2 Integrates language, literacy and
quantitative skill development and values in
his/her subject area 4.1.3 Explains learning
goals, instructional procedures and content
clearly and accurately to students
4.1.4. Links the current content with past and
future lessons
4.1.5 Aligns with lesson objectives the
teaching methods, leaning activities and
instructional materials or resources
appropriate to learners
4.1.6 Creates situations that encourage leaners
to use high order thinking skills
4.1.7 Engages and sustains learners interest in
the subject by making content meaningful and
relevant to them
4.1.8 integrates relevant scholarly works and
ideas to enrich the lesson as needed
4.19 integrates content of subject area with
other disciplines

Domain 6. Community Linkages

The Domain Linkages focuses on the idea that classroom activities are meaningfully linked to
the experiences and aspiration of the students in their homes and communities. Thus the domain
focuses on teachers’ effective efforts directed at strengthening the links between schools and
communities, particularly as these links help in the attainment of the curricular goals.

Strands of Desired Teaching Performance Performance Indicators

6.1 Establishes learning environment that 61 Establishes learning

respond to the aspirations of the community. environments that respond to the
aspirations of the community
Performance Indicators
6.1.1 Involves community in sharing
accountability for the learners'
achievement
6.1.2 Uses community resources
(human, material) to support
learning
6.1.3 Uses the community as a
laboratory for learning 6.1.4
Participates in community activities
that promote learning
6.1.5 Uses community networks to
publicize school events and
achievements
6.16 Encourages students to apply
classroom learning to the
community

7.1 Takes pride in the nobility of teaching as a 7.1.1 Maintains stature and behavior
profession that upholds the dignity of teaching
7.1.2 Allocates time for personal
and professional development
through Participation in educational
seminars and workshops Reading
educational materials regularly
Engaging in educational research
7.1.3 Manifests personal qualities
such as enthusiasm, flexibility and
caring
7.1.4 Articulates and demonstrates
one's personal philosophy of
teaching

7.2 Builds professional links with colleagues 7.2.1 Keeps abreast with recent developments
to enrich teaching practice in education
 7.2.2 Links with other institutions,
organizations for sharing best practices

7.3 Reflects on the extent of the attainment 7.3.1 Reflects on the quality of
of professional development goals. his/her own teaching 7.3.2 Improves
teaching performance based on
feedback from students, peers and
superiors and cooperating teachers.
7.3.3 Accepts personal
accountability to leaners
achievement and performance
7.3.4 Uses self-evaluation to
recognize and enhance one's
strengths and correct one's
weaknesses

• In conclusion, the NCBTS represent a valuable tool for improving the quality of
education. However, their effective implementation requires ongoing efforts to address
challenges, ensure contextual relevance, and foster a collaborative and supportive
environment for teachers. By embracing a continuous improvement mindset, we can
leverage the NCBTS to empower teachers and create a more equitable and effective
education system for all.
Instructions: Choose the best answer for each question
1. What does NCBTS stand for?
a) National Competency-Based Teachers Standards
b) National Competent-Based Teachers Standards
c) National Competency Teachers Standards
2. How many domains are there in the NCBTS?
a) 7
b) 27
c) 270
3. Which domain focuses on teachers' understanding of different learners' needs and backgrounds?

a) Diversity of Learners

b) Social Regard for Learning

c) Content Knowledge and Pedagogy

4. Which domain emphasizes creating a safe and conducive learning environment for students?

a) Learning Environment

b) Curriculum

c) Planning, Assessing, and Reporting

5. Which of the following is NOT a role teachers play in the classroom, as described by the NCBTS?

a) Facilitator

b) Mediator

c) Evaluator

d) Lifelong Learner
6. The NCBTS emphasizes the importance of:

a) Standardized testing for student evaluation

b) Teacher-centered instruction

c) Active student engagement in learning

7. Which of the following is a key aspect of the NCBTS?

a) Focusing solely on teacher performance

b) Prioritizing traditional teaching methods

c) Promoting continuous professional development for teachers

for teachers
8. True or False: The NCBTS is a static document that does not need to be updated or revised.
9. The NCBTS is a valuable resource for:
a) Teachers only
b) School administrators only
c) Both teachers and school administrators
10. Which of the following is a benefit of using the NCBTS framework?
a) It provides a clear set of standards for effective teaching
b) It helps teacher Copy on their practice and identify areas for improvement.
c) It promotes collaboration and professional growth among teachers
. d) All of the above

Answer Key:
1. a) National Competency-Based Teachers Standards
2. a) 7
3. a) Diversity of Learners
4. a) Learning Environment
5. c) Evaluator
6. c) Active student engagement in learning
7. c) Promoting continuous professional development for teachers
8. False
9. c) Both teachers and school administrators
10. d) All of the above.

ED-102
Teaching Profession

National Competency-Based Teachers Standards

Submitted By: Chikki O. Bacaling

Submitted To: Dr. Ana May Candelario