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National Competency Based Teacher Standards NCBTS A Professional Development Guide for Teachers. New Era University June 23, 2010. COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS cb -PAST. NCBTS. Why do we need to know NCBTS ?. KRT 1. Schools. KRT 2. BESRA Basic Education

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national competency based teacher standards ncbts a professional development guide for teachers

National Competency Based Teacher StandardsNCBTSA Professional Development Guide for Teachers

New Era University

June 23, 2010

ncbts
NCBTS

Why do we need to know NCBTS ?

slide8

KRT 1

Schools

KRT 2

BESRA

Basic Education

Sector Reform

Agenda

KRT 5

Teachers

DepEd’s

Institutional

Culture

Change

KRT 3

KRT 4

Social Support

For Learning

Complementary

Interventions

slide9

KRT 2

Teachers are responsible for their continuous personal and professional growth…

Through

ncbts

slide10

NCBTS

National Competency Based

Teacher Standards

slide11

This will standardize the definition of what effective teaching is.

  • The NCBTS provides a single framework that shall define what effective teaching is in all aspects of a teacher’s professional life and in all phases of teacher development
why adopt cbts teachers can use cbts as
Why adopt CBTS?Teachers can use CBTS as

SELF-ASSESSMENT TOOL

guide to reflect on their current teaching practices

framework for creating new teaching practices

guidepost for planning for professional development goals

common language for discussing teaching practices with other teachers

slide13

Anyone interested in improving teaching practices

  • TEIs shall use it to design and implement effective pre-service teacher education curricula
  • PRC shall refer to it to design the LET
slide14

Organizations and

  • agencies that provide
  • In- Service Education for
  • Teachers (INSET) shall
  • refer to it to develop the
  • intervention they desire
  • Award-giving bodies shall refer to it to define their criteria for outstanding teachers
slide15

DepED shall use the NCBTS to formulate its hiring, promotion, supervision and other policies related to the

  • teaching profession.
  • The NCBTS shall also be used in designing its INSET programs
  • for teachers
  • Most of all, Individual teachers in all public elementary and high schools shall use it for their professional development activities
slide17

What do you need to know about FSC?

  • FSC are anchored on the NCBTS and the Competency Standards of CMO 30, s.2004.
  • FSC are practical learning experiences which are aligned to the professional courses.
slide18

What do you need to know about FSC?

  • FSC provide students with rich practical learning experiences which are drawn out from the actual learning environment.
  • FSC enable students to observe, verify and reflect on the various events which relate to the concepts, methods and strategies previously learned.
slide19

What do you need to know about FSC?

  • FSC provide opportunities to capture other experiences which can be further verified, confirmed and reflected on in relation to their becoming a teacher.

Successful Experiential Learning can only be delivered by a resource/cooperating teacher who has the knowledge of what experiential learning is …anchored on the NCBTS and CS of CMO 30, s.2004

role of resource teachers cooperating teachers mentors
ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS

REFERENCE:

GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS

  • FIELD STUDY
    • See to it that the FSS’s role is limited to the requirements and activities of the particular FSC
    • Accommodate FSSs in their actual classroom teaching and are not duty bound to mentor/coach
    • Certifies the attendance of the FSSs
role of resource teachers cooperating teachers mentors1
ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS

REFERENCE:

GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS

  • PRACTICE TEACHING
    • Observe mentor-mentee relationship
    • Assist the ST in honing their skills
    • Observe, coach/mentor and evaluate the performance of the ST
    • Keep a record of observations and post conferences made with the ST
    • Model effective teaching and management techniques
role of resource teachers cooperating teachers mentors2
ROLE OF RESOURCE TEACHERS & COOPERATING TEACHERS/MENTORS

REFERENCE:

GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS

  • PRACTICE TEACHING
    • Provide the ST the opportunity to teach independently and collaboratively
    • Allow the ST to participate in co-curricular and school/community activities
    • Complete a set of summative evaluation reports for each student teacher
    • Recommend PASS or FAIL standing for the ST for the practicum
slide23

The Teacher Education and Development Map

Retirement

Preparation

DepED

Entry to

Teacher

Education

CHED/TEIs/Schools

DepED/CHED/TEIs

Pre-Service

Training

(BEEd/BSEd/PGCEd)

In-Service Training

and Professional

Development

National

Competency-Based Teacher

Standards

DepED

PRC

Induction

Training

Teacher

Licensure

DepED* / Civil Service

Teacher Human Resource

Planning, Recruitment,

Selection, Deployment

and Recognition System

*Includes public and private schools

slide24

The Teacher Education and Development Map

Retirement

Preparation

DepED

Entry to

Teacher

Education

CHED/TEIs/Schools

DepED/CHED/TEIs

Pre-Service

Training

(BEEd/BSEd/PGCEd)

In-Service Training

and Professional

Development

National

Competency-Based Teacher

Standards

DepED

PRC

Induction

Training

Teacher

Licensure

DepED* / Civil Service

Teacher Human Resource

Planning, Recruitment,

Selection, Deployment

and Recognition System

*Includes public and private schools

slide25

HOW SHOULD TEACHERS USE THE NCBTS?

  • as a guide to reflect on ones own 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
  • as set of guidelines for cooperating teachers to support the FS Students (FSS) and Student Teachers (ST)
slide26

RECAP

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.

slide27

RECAP

It provides a better guide for all teacher development programs and projects from school level up to the national level.

Various stakeholders and institutions use the NCBTS in their roles to maintain quality education through effecting teaching and learning.

ncbts 7 domains sldcpct
NCBTS 7 DOMAINS SLDCPCT

Domain 1. Social Regard for Learning SRL

Domain 2. Learning Environment LE

Domain 3. Diversity of Learners DL

Domain 4. Curriculum C

Domain 5. Planning, Assessment and ReportingPAR

Domain 6.Community Linkages CL

Domain 7.Teacher Personal Growth & Professional DevelopmentTPGPD

cbts organized hierarchically
CBTS organized hierarchically
  • DOMAINS
  • STRANDS
  • INDICATORS
cbts organized hierarchically1
CBTS organized hierarchically
  • DOMAIN
    • distinctive sphere of the teaching-learning process
    • well defined arena for demonstrating positive teacher practices
    • Defined in terms of principle of ideal teaching associated with enhancing student learning
cbts organized hierarchically2
CBTS organized hierarchically
  • DOMAINS
  • STRANDS
    • more specific dimensions of positive teacher practices under the broad conceptual domain
cbts organized hierarchically3
CBTS organized hierarchically
  • DOMAINS
  • STRANDS
  • INDICATORS
    • concrete, observable, and measurable teacher behaviours, actions, habits, routines, and practices known to create, facilitate, and support enhanced student learning.
domains strands indicators dimensions
DOMAINS, STRANDS, INDICATORS DIMENSIONS
  • NATURE/QUALITY
  • FREQUENCY, CONSISTENCY, and APPROPRIATENESS
  • SELF-AWARENESS
domains strands indicators dimensions1
DOMAINS, STRANDS, INDICATORS DIMENSIONS
  • NATURE/QUALITY

“How well are the essential qualities or critical features demonstrated/observed in the positive practices?”

  • FREQUENCY, CONSISTENCY, and APPROPRIATENESS
  • SELF-AWARENESS
domains strands indicators dimensions2
DOMAINS, STRANDS, INDICATORS DIMENSIONS
  • FREQUENCY, CONSISTENCY, and APPROPRIATENESS

“How often is the ideal teaching practice demonstrated?

“Is the demonstration appropriate to the particular teaching-learning process?”

“Is the teacher consistent in demonstrating this ideal?

domains strands indicators dimensions3
DOMAINS, STRANDS, INDICATORS DIMENSIONS
  • SELF-AWARENESS

“Is the teacher aware or mindful of the premises, rationale, nature, and effects of the demonstrated teacher-learning process?”

slide37

Domain 1. Social regard for learning

  • Demonstrates value for learning
  • Demonstrates that learning is of different
  • kinds and comes from different sources

Domain 2. Learning Environment

Domain 2. Learning Environment

Domain 7. Teacher Personal Growth

and Professional Development

Domain 7. Teacher Personal Growth

and Professional Development

  • 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’ behavior

Domain 3. Diversity of Learners

  • 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’ behavior
  • 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.
  • Is familiar with learners’ background knowledge and experiences
  • Demonstrates concern for holistic development of learner
  • 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.

Domain 4. Curriculum

Domain 1. Social regard for learning

Domain 5. Planning, Assessment & Reporting

  • Demonstrates mastery of the subject
  • Communicates clear learning goals for the lessons that are appropriate for learners
  • Make 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
  • Communicates promptly and clearly to learners, parents and superiors about progress of learners
  • Develops and uses a variety of appropriate assessment strategies to monitors and evaluate learning
  • Monitors regularly and provides feedback on learners’ understanding of contents

Domain 3. Diversity of Learners

Domain 6. Community Linkages

Domain 6. Community Linkages

  • Demonstrates value for learning
  • Demonstrates that learning is of different kinds and comes from different sources
  • Establishes learning environments that respond to the aspirations of the community
  • Is familiar with learners’ background knowledge and experiences
  • Demonstrates concern for holistic development of learner
  • Establishes learning environments that respond to the aspirations of the community

Domain 5. Planning, Assessment

& Reporting

Domain 4. Curriculum

  • Demonstrates mastery of the subject
  • Communicates clear learning goals for the lessons that are appropriate for learners
  • Make 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
  • Communicates promptly and clearly to learners, parents and superiors about progress of learners
  • Develops and uses a variety of appropriate assessment strategies to monitors and evaluate learning
  • Monitors regularly and provides feedback on learners’ understanding of contents

CBTS

SEVEN

DOMAINS

ncbts 7 domains sldcpct1
NCBTS 7 DOMAINS SLDCPCT

Domain 1. Social Regard for Learning SRL

Domain 2. Learning Environment LE

Domain 3. Diversity of Learners DL

Domain 4. Curriculum C

Domain 5. Planning, Assessment and Reporting PAR

Domain 6. Community Linkages CL

Domain 7. Teacher Personal Growth & Professional Development TPGPD

slide39

Summary of the Distribution of the Domains,

Strands, Indicators and the KSAs of the TSNA.

slide40

NAME: _________________________________ DATE: ___________

Please do not leave any item unanswered.

NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING

C - competency

teacher performance appraisal rubric
Teacher Performance AppraisalRubric

APPRAISAL RATING SCALE

Level of

Achievement

Rating

Criteria

Knowledge and skills of the performance criteria is not observed

1

Not demonstrated

Evidence of basic knowledge and skills in performing the task but requires assistance

2

Basic

Demonstrates adequate knowledge of the standard and consistent practice is a normal part of teaching practice

3

Proficient

Demonstrates substantial knowledge and understanding of the standard/ performance and regularly applies it in teaching practice

4

Advanced

Comprehensive knowledge and understanding of the standard/performance criteria and skillfully integrates it into practice

5

Exemplary