The National Competency- Based

Teacher Standards
(NCBTS)

A PROFESSIONAL DEVELOPMENT GUIDE

FOR FILIPINO TEACHERS
 What is NCBTS?
• The NCBTS is an integrated
theoretical framework that defines the
different dimensions of effective
teaching, where effective teaching
means being able to help all types of
students learn the different learning
goals in the curriculum.
 Why Do We Need the NCBTS?
The NCBTS provides a single
framework that shall define
effective teaching in all aspects of
a teacher’s professional life and in
all phases of teacher
development.
 The use of a single framework should
minimize confusion about what effective
teaching is.
The single framework should also
provide a better guide for all
teacherdevelopment programs and
projects from the school-level up to the
national level.
 Who Should Use the NCBTS?
Teacher education institutions shall use the NCBTS
to design and implement effective pre-service
teacher education curricula.

 The PRC shall refer the NCBTS in designing the

Licensure Exam for Teachers.The DepED shall use
the NCBTS in formulating its hiring, promotion
supervision, and other policies related to the
teaching profession.
Organizations and agencies that
implement in-service education for
teachers (INSET) shall refer to the NCBTS
in developing their interventions.
Award-giving bodies shall refer to the
NCBTS in defining their criteria for
outstanding teachers
The DepED shall use the
NCBTS in formulating its
hiring, promotion supervision,
and other policies related to
the teaching profession.
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.
 What Does Competency-Based Mean?
Competency-based means that the standards or
criteria for characterizing good teaching are defined in
terms of what the teacher is competent to do.

In the NCBTS, good teaching is being defined in

terms of those practices that help students learn better.
So the NCBTS is concerned with whether teachers are
competent in helping students learn.
 The Traditional View The NCBTS View

Teaching is a technical process, Teaching is facilitating learning,

and and
the good qualities of this the qualities of good teaching are
technical defined in terms of whether
process are well defined. students learn or not.

Teacher knowledge is technical Teacher knowledge is essentially

knowledge applicable to all complex and problematic;
learners applicability varies across
and contexts. learners
and contexts.
 The Traditional View The NCBTS View

Teaching involves consistent Teaching involves reflective and

application of technical knowledge flexible application of technical
knowledge in ways that best bring
about student learning

Effective application of teacher Effective teaching is determined

knowledge dependent on within the limits and opportunities
prerequisite inputs in teaching found in the learning environment
environment.
 What Are These Seven Domains?
• The seven domains are:
(1) social regard for learning
(2) learning environment
(3) diversity of learners
(4) curriculum
(5) planning, assessing, and reporting
(6) community linkages
(7) personal growth and development
 Domain 1: Social Regard for Learning

• 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:

1. “Can my students see and appreciate the value of
pursuing learning by looking at my various actions
and statements in the classroom?”
2. “Can my students see and appreciate the
value of exerting effort to learning by looking
at my various actions and statements in the
classroom?”
3. “Do I demonstrate and exemplify the
values of learning and efforts in the various
actions and statements I make in front of my
students?”
 Performance Indicator
1. Implements school policies and procedures
2. demonstrate punctuality
3. Maintains appropriate appearance
4. Is careful about the effect of one’s behavior
on students
5. Shows respect for other persons and their
ideas
 Domain 2: Learning Environment
• The domain of Learning Environment focuses
on the importance of providing for a social
and physical environment 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.
 Strand 2.1: Creates an environment that
promotes fairness
Key Question for the Teacher: “Do I create a social
environment in my class where my students feel that
they are treated fairly?”
Specific Questions for the Teacher:
1.“Do all my students feel respected in my class,
regardless of their gender, ability, religion, socio-
economic background, ethnicity, and other physical
and social characteristics?”
2. “Do I make all my students feel that their individual
strengths and resources are recognized and
appreciated in class?”
3. “Do all my students feel like they have as good a
chance to learn and to achieve in my class as their
other classmates?”
4. “Do I create a social climate and organization in the
classroom where all my students can effectively
engage the learning activities, regardless of their
diverse capacities and resources as individual
 Performance indicator
1. Maintains a learning environment of
courtesy and respect for different learners.
2. Provides gender-fair opportunities for
learning
3. Recognizes that every learner has
strengths
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:

1. “Is the physical environment in my classroom safe
under the general conditions of our school?”
2.“Is the physical environment in my classroom
conducive to learning under the general
conditions of our school?”

3. “Are there ways of improving the physical

environment in my classroom that are within my
means as a teacher?”
 Performance Indicator
1. Arranges challenging
activities given the physical
environment
 Strand 2.3: Communicates higher learning
expectations to each learner
Key Question for the Teacher: “Do I create a
classroom atmosphere that encourages students
to attain high levels of learning and
achievement?”
Specific Questions for the Teacher:
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 Indicator:
1.Uses individual and cooperative learning
activities to improve capacities of learners
for higher learning
2. Encourages learners to ask questions
3. Provides learners with a variety of
learning experiences
4. Provides varied enrichment
activities to nurture the desire for
further learning
5. Communicates and maintains
high standards of learning
performance
Strand 2.4: Establishes and maintains consistent
standards of learners’ behavior
Key Question for the Teacher: “Do I create a consistent
and orderly social climate and organization in the
classroom for my students?”
Specific Questions for the Teacher:
1.“Do I respond to learning and behavior problems
quickly, appropriately, respectfully, and consistently?”
2. “Do I provide all my students with timely,
appropriate, and consistent feedback on
their learning behaviors?”
3. “Do I clearly communicate and
consistently observe school and
classroom policies on appropriate
classroom behaviors?”
 Performance Indicators
1. Handles behavior problems quickly and with
due respect to children’s rights
2. Gives timely feedback to reinforce
appropriate learner’s behavior
3. Guides individual learners requiring
development of appropriate social and learning
behavior
4. Communicates and enforces school
policies and procedures for appropriate
learner behavior
5. Encourages free expression of ideas
from the students
6. Creates stress-free environment
7. Arranges challenging activities given the
physical environment
 Domain 3:Diversity of Learners
The domain of Diversity of Learnersemphasizes the
ideal that teachers canfacilitate the learning process
indiverse types of learners, by firstrecognizing 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
capabilities, learning styles, cultural heritage, socio-
economic backgrounds, and other differences are?”
Specific Questions for the Teacher:
1. “Can my students see that I recognize, accept, and
respect the differences in their backgrounds and
capabilities?”
2. “Am I familiar with the different backgrounds,
experiences, and capacities of my students?”
3. “Do I consider the differences in backgrounds,
experiences, and capacities of my students in
designing different learning activities for them?”
4. “Do I set diverse, appropriate, and challenging
learning goals for different students, in
consideration of their differences in backgrounds
and capabilities?”
 Performance indicators:
1. Obtains information on the learning
styles, multiple intelligences and needs of
learners.
2. Designs or selects learning experiences
suited to different kinds of learners.
3. Establishes goals that define appropriate
expectations for all learners
4. Paces lessons appropriate to needs
and/or difficulties of learners

5. Initiates other learning approaches

for learners whose needs have not
been met by usual approaches.
 Strand 3.2: Demonstrates concern for holistic
development of learners
Key Question for the Teacher:
“Do my students feel that I am trying to help them learn,
whatever their capabilities, learning styles, cultural
heritage, socio-economic 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 Indicator:
1. Recognizes multi-cultural background of
learners when providing learning opportunities
2. Adopts strategies to address needs o
different-abled students
3. Makes appropriate adjustments for learners
of different socio_x0002_economic background.
 Domain 4: Curriculum
The domain of Curriculum refers to all elements of the
teaching-learning process that work in convergence tohelp
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
 Strand 4.1: Demonstrates mastery of the
subject
Specific Questions for the Teacher:“ “Can I clearly
and accurately explain the goals, procedures,
and content involved in the lessons?”
Specific Questions for the Teacher:
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 Indicator
1. Delivers accurate and updated content knowledge
using appropriate methodologies, approaches and
strategies
2. Integrates language, literacy and quantitative skill
development and values in his/her subject area
3. Explain learning goals, instructional procedures
and content clearly and accurately to students
4. Links the current content with past and future
lessons
5. Aligns with lesson objectives the teaching
methods, learning activities
and instructional materials or resources
appropriate to learners
6. Creates situations that encourage learners to
use high order thinking
skills
7. Engages and sustains learners’ interest
in the subject by making content
meaningful and relevant to them.
8. Integrates relevant scholarly works and
ideas to enrich the lesson as needed.
9. Integrates content of subject area with
other discipline.
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?”
Specific Questions for the Teacher:
1. “Am I clear about what my learning goals are for my
different students?”
2. “Do my students understand the learning goals that I
have set for
them?”
3. “Do the students adopt the learning goals I have set
for the lesson as
their own goals in my class?”
 Performance Indicator

1. Sets appropriate learning goals.

2. Understands the learning goals.
Strand 4.3: Makes good use of allotted
instructional time
Key Question for the Teacher:
“Am I able to help my students
attain all the curricular goals within
the time provided in the school
calendar?”
Specific Questions for the Teacher:
1. “Do I design lessons that would allow various
learning objectives to be addressed in an efficient
and meaningful fashion?”
2. “Do I establish routines and procedures to allow
my students to engage the different learning
activities efficiently?”
3. “Do I plan lessons in ways that consider the
amount of time students need to effectively attain the
learning goals of the lessons?”
 Performance Indicator
1 .Establishes routines and procedures
to maximize instructional time.
2. Plans lessons to fit within available
instructional time.
 Strand 4.4: Selects teaching methods, learning activities
andinstructional materials or resources appropriate to learners and aligned
to the objectives of the lesson

Key Question for the Teacher: “Do I use

teaching-learning activities and learning
resources efficiently to challenge my
students to meet high levels of mastery
and understanding of curricular
objectives?”
Specific Questions for the Teacher:
1. “Do I plan for and implement a variety of
appropriate teaching-learning activities to help
my diverse students attain the curricular goals?”
2. “Do I plan for and use varied instructional
materials and learning resources to help my
diverse students attain the objectives of the
lessons?”
3. “Am I able to align the activities and
available learning resources with my
students learning styles, goals, and
other differences?”
 Performance Indicator
1. Translate learning competencies to
instructional objectives.
2. Selects, prepares and utilizes instructional
materials appropriate to the learners and to the
learning goals.
3. Provides activities and uses materials which
fits the learners’ learning styles, goals and
culture.
4. Uses a variety of teaching approaches and
techniques appropriate
to the subject matter and the learners.
5. Utilizes information derived from assessment
to improve teaching
and learning.
6. Provides activities and uses materials which
involves the students to
meaningful learning.
Strand 4.5. Teacher recognizes general learning
processes as well as unique processes of
individual learners
Performance Indicators:
1. Design and utilizes teaching methods that
take into
account the learning process.
 Strand 4.6. Teacher promotes
purposive study

Performance Indicator:
1. Cultivates good study habits through
appropriate activities and projects
Strand 4.7. Teacher demonstrates skills in the
use of information and communication
technology in teaching and learning.

Performance Indicator:
1. Utilizes Information and Communication
Technology to enhance teaching and learning.
Domain 5: Planning, Assessing and Reporting
The domain of Planning, Assessing and
Reporting refers to the aligned use of
assessment and planning activities
To ensure that the teaching-learning
activities
are maximally appropriate to thestudents’
current knowledge and learninglevels. In
particular,
the domain focuses on the use of
assessment data to plan and revise
teaching-learning plans, as well as the
integration of formative assessment
procedures in the plan and
implementation of teaching-learning
activities.
Strand 5.1: Communicates promptly and clearly
to learners, parents, and superiors about the
progress of learners.
Key Question for the Teacher:
“Do I provide my stakeholders (learners,
parents and superiors) timely and accurate
information about my students’ learning
progress?”
Specific Questions for the Teacher:
1. “Do my students know about their own progress
and attainment of the learning goals in my class?”
2. “Do the parents of my students get regular and
accurate feedback on their children’s progress in my
class?”
3. “Do my superiors in school know about the
general progress of the students in my class in
relation to the curriculum goals?
 Performance Indicators:
1. Shows proof of instructional
planning.
2. Implements instruction as plan
3. Demonstrate ability to cope with
varied teaching milieu
 Strand 5.2: Develops and uses a variety of
appropriate assessment strategies to monitor
and evaluate learning.
• Key Question for the Teacher: “Do I assess my students’
learning and knowledge using appropriate
educational assessment procedures, and use the
information from these assessment procedures in
planning my teaching-learning activities for the
students?”
Specific Questions for the Teacher:
1. “Do I use effective and appropriate
educational assessment procedures to
determine whether my students are learning
during the different parts of the teaching-
learning activities?”
2. “Do I use a variety of educational
assessment procedures to determine whether
my students are learning?”
3. “Do I use the results of the
various educational assessment
procedures to guide how I plan,
implement, and revise the
teaching-learning activities I
prepare for my students?”
 Performance Indicator
1. Prepares formative and summative e test in
line with the curriculum.
2. Employs non-traditional assessment
techniques.
3. Interprets and uses assessment results to
improve teaching and learning.
4. Identifies teaching-learning difficulties
and possible causes and
takes appropriate action to address
them.
5. Uses tools for assessing authentic
learning.
 Strand 5.3: Monitors regularly and provides
feedback on learners’ understanding of content
Key Question for the Teacher: “Do I provide regular
feedback to each student about their level of
learning?”
Specific Questions for the Teacher:
1. “Do I have regular assessment procedures to track
each student’s level of learning?”
2. “Do I keep accurate records of each
student’s progress and level of learning?”
3. “Do I provide appropriate and timely
feedback for students to help them monitor their
own learning?
 Performance Indicators
1. Provides timely and accurate feedback to
learners to encourage them to reflect on and
monitor their own learning growth.
2. Keeps accurate records of
grades/performance levels of learners.
3. Conducts regular meetings with
learners and parents to report learners’
progress.
4. Involves parents to participate in
school activities that promotes learning.
 Domain 6: Community Linkages
The domain of Community Linkages
focuses on the ideal that school activities
are meaningfully linked to the experiences
and aspirations of the students in their
homes and communities.
Thus the domain focuses on teachers’
efforts directed at strengthening the
links between school and community
activities, particularly as these links
help in the attainment of the curricular
objectives
 Strand 6.1: Establishes learning environments
that respond to theaspirations of the community
Key Question for the Teacher:
“Are the goals and characteristics of the
teaching-learning activities I implement relevant
to the experiences, values and aspirations in
my students’ communities?”
Specific Questions for the Teacher:

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
1. Involves community in sharing accountability
for the learners’ achievements.
2. Uses community resources to support
learning.
3. Uses the community as a laboratory for
learning.
4. Participates in community activities that
promote learning.
5. Uses community networks to publicize
school events and achievements.
6. Encourages students to apply classroom
learning to the community.
 Domain 7: Personal Growth and
ProfessionalDevelopment
The domain of Personal Growth and
Professional Development emphasizesthe
ideal that teachers value having a high
personal regard, concern for professional
development, andcontinuous improvement
as teachers.
 Strand 7.1: Takes pride in the nobility of
teaching as a profession.

Key Question for the Teacher:

“Do my actions and statements indicate a high
regard for the teaching profession and for my
continuous development as a professional
teacher?”
Specific Questions for the Teacher:
1. “Can my colleagues see in my actions and
statements how I value my profession as a
teacher?”
2. “Do I take systematic steps to ensure that I
continuously improve myself as a professional
teacher?”
3. “Am I enthusiastic about my responsibilities
as a teacher?”
 Performance Indicators:
1. Maintains stature and behavior that upholds
the dignity of teaching.

2. Allocates time for personal and professional

developments through participation in
educational seminars and workshops, reading
educational materials regularly and engaging in
educational research.
3. Manifest personal qualities such
as enthusiasm, flexibility and
caring.
4. Articulates and demonstrate
one’s personal philosophy of
teaching.
 Strand 7.2: Builds professional links with
colleagues to enrich teaching practice

“Do I try to learn

Key Question for the Teacher:

from other colleagues in the

teaching profession to improve my
teaching practice?”
”
Specific Questions for the Teacher:
1. “Do I engage other teachers in my school in
discussions to improve our teaching practices?
2. “Do I participate in some professional teacher
organizations that aim to improve teaching
practice?”
3. “Can I say that I am well-informed about
recent developments in education?
 Performance Indicators

1. Keeps abreast with recent

developments in education.
2. Links with other institutions,
organizations for sharing best practices.
 Strand 7.3: Reflects on the extent of the
attainment of learning goals

Key Question for the Teacher:

“Am I aware of the extent to which my
practices as a teacher influence my
students’ attainment of the learning
goals?”
Specific Questions for the Teacher:
1. “Do I recognize the strong and weak aspects
of my teaching that may or may not help my
students learning?
2. “Do I feel responsible for the level of learning
and achievement of my students?
3. “Do I try to improve my teaching so that my
students can learn more?”
 Performance Indicators

1. Reflects on the quality of his/her own

teaching.
2. Improves teaching performance based
on feedback from students, peers and
superiors and cooperating teachers.
3. Accepts personal accountability to
learners’ achievement and
performance.
4. Uses self-evaluation to recognize
and enhance one’s strengths and
correct one’s weakness.