NCBTS
NCBTS
NCBTS
(NCBTS)
A PROFESSIONAL DEVELOPMENT GUIDE
FOR FILIPINO TEACHERS
What is NCBTS?
F.O.C
Most important, individual teachers in all the public elementary and high
schools all over the country shall use the NCBTS for their professional
development activities.
How Should Teachers Use the NCBTS?
Teachers can use the NCBTS in many ways:
As a guide to reflect on their current teaching practices
As a framework for creating new teaching practices
As a guidepost for planning for professional development goals
As a common language for discussing teaching practices with other
teachers
Filipino teachers also share a common vocabulary for discussing their teaching
practice, for defining their ideals as teachers, for negotiating and creating
strategies to improve their practice, and for addressing their various
stakeholders regarding the improvement of the teaching profession.
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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.
Strand 1.1: Acts as a positive role model for students
Key Question for the Teacher: Can my students appreciate and model the
value of learning through my interactions with them?
Specific Questions for the Teacher:
Performance Indicators:
1.
2.
3.
4.
5.
Performance Indicators:
Strand 2.2: Makes the physical environment safe and conducive to learning
Key Question for the Teacher: Do I create a physical environment in my class
where my students feel that they are safe and able to learn?
Specific Questions for the Teacher:
Performance Indicators:
1. Do my students feel and understand that I want them all to attain high
levels of learning?
2. Do I encourage the students in my class to pursue their own learning
goals and aspirations?
3. Do I provide diverse opportunities for the different students in my class
to nurture their desire and aspirations for high levels of learning?
Performance Indicators:
Performance Indicators:
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The domain of Diversity of Learners emphasizes the ideal that teachers can
facilitate the learning process in diverse types of learners, by first
recognizing and respecting individual differences, then using knowledge
about students differences to design diverse sets of learning activities to ensure
that all students can attain appropriate learning goals.
Strand 3.1: Is familiar with learners background knowledge and
experiences
Key Question for the Teacher: Can I help my students learn whatever their
Performance Indicators:
Key Question for the Teacher: Do my students feel that I am trying to help them
learn, whatever their capabilities, learning styles, cultural heritage, socioeconomic backgrounds, and other differences are?
Specific Questions for the Teacher:
1. Do I set clear, challenging, but achievable learning goals for all students
in my class, regardless of their individual differences?
2. Do I create diverse types of learning activities that would help all my
students develop in all aspects of the curriculum?
3. Am I sensitive to how individual students respond differently to the
different learning activities in my class?
Performance Indicators::
omain 4: Curriculum
F.O.C
Key Question for the Teacher: Can I clearly and accurately explain the goals,
1. Can I clearly and accurately explain the goals, procedures, and content
involved in the lessons?
2. Can I clearly and meaningfully show the relationships between the
different lessons in the subject?
3. Can I design learning activities and assessment procedures that are
truly aligned with the important objectives of the lessons?
4. Can I present the subject matter in meaningful and relevant ways that
engage the students interest and motivation to learn?
Performance Indicators:
Strand 4.2: Communicates clear learning goals for the lessons that are
appropriate for learners
Key Question for the Teacher: Can my students see and appreciate the value of
the curricular goals and objectives I have set for the different lessons in my
class?
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Performance Indicators:
Performance Indicators:
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Performance Indicators:
the
Performance Indicators:
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Technology
to
enhance
Performance Indicators:
Performance Indicators:
learning?
Performance Indicators:
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1. Can my students see how the goals and activities in school relate to the
values and aspirations in their homes and communities?
2. Do I draw from resources, ideas, and activities from my students
communities in my teaching learning activities?
3. Do I try to involve members of the community in supporting the
learning goals of my classes?
Performance Indicators:
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Performance Indicators:s:
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Performance Indicators:
Key Question for the Teacher: Am I aware of the extent to which my practices as
Performance Indicators:
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