The Philippine Professional Standards for Teachers (DNCBTS)

1. The Philippine Professional Standards for Teachers (DNCBTS)

2. The Philippine Professional Standards for Teachers* • Finalized and Agreed by the DepED Regional Directors, Central Office Directors and Representatives (August 4-5, 2016 Finalization Workshop organized by the Teacher Education Council, Astoria Plaza, Pasig) * Formerly referred to as the Developmental National Competency-Based Teacher Standards or D-NCBTS)

3. Prior to July 2012, Genesis of the D-NCBTS project Consultative Mission, involving SiMERR and PNU staff, held in January 2012, six months priorto the establishment of RCTQ and Basic Education Sector Transformation (BEST). Stakeholders raised concernsabout the NCBTS Stakeholders responded positivelyto the ideas of a developmental set of professional teacher standards.

4. Considerations of D-NCBTS project • Among the recommendations were suggestions to revise the NCBTS. Considerations raised were: • develop career stages; • ensure that the duplicationin NCBTS was reduced; • give content knowledge and pedagogya more prominent focus; • Embed new ideas from the K to 12 Reforminto the Standards;

5. Considerations of D-NCBTS project • develop professional standards in a form that is tighter and more useable by teachers, schools and jurisdictions; and • in the case of CHED, to develop; • a more focused basisfor an internationally acceptable pre-service teacher preparation program; and • a Teacher Education Institution (TEI) quality assuranceframework.

6. “The quality of an education system cannot exceed the quality of its teachers.” (McKinsey, 2007)

7. Teacher Quality and the Philippine Professional Standards for Teachers

8. The Professional Standards • Articulates what constitutes teacher quality • Is a public statement of professional accountability • Makes explicit what teachers should know, be able to do and value in the profession • Sufficiently genericto represent practice

9. Teacher Strengths • and Needs Assessment Content Knowledge and Pedagogy Curriculum and Planning Learning Environment • K to 12 Basic Education • Reforms • Discourse that Relates • to Teacher Quality Diversity of Learners Assessment and Reporting Beginning Teacher D-NCBTS Proficient Teacher Community Linkages and Professional Engagement Highly Proficient Teacher Personal Growth and Professional Development • World Standards Distinguished Teacher • Other related • Documents NCBTS

10. Comparison of D-NCBTS Strands with World Standards

11. Capturing teacher quality Philippine Professional Standards for Teachers National Competency-based Teacher Standards (NCBTS) Philippine Qualifications Framework 21st Century Skills K to 12 (June 2013) ASEAN Integration/ Internationalization

12. Philippine Professional Standards for Teachers as a Framework • for Teacher Quality and Teacher Development

13. The Paradigm Shift Pre-K to 12 K to 12 Paradigm Shift D-NCBTS (a continuum of teaching practice defined in terms of distinct career stages) NCBTS

14. Rationale for Career Stages The description of standards at different career stages provides “a framework for the teacher development continuum.” (OECD,2005) Teacher evaluation should be based on professional teaching standards and should be sophisticated enough to assess teaching quality across the continuum of development from novice to expert teacher.(Darling-Hammond in Strauss, 2012)

15. Targeted Professional Development for Teachers Professional Standards Domain 3. Diversity of Learners Strand 3.1 Learners’ gender, needs, strengths, interests and experiences Stage 4 Stage 1 Stage 2 Stage 3 3.1.4 Lead colleagues to evaluate differentiated strategies to enrich teaching practices that address learner differences in gender, needs, strengths, interests and experiences. 3.1.1 Demonstrate knowledge and understanding of differentiated teaching to suit the learners' gender, needs, strengths, interests and experiences. 3.1.2 Use differentiated, developmentally-appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences. 3.1.3. Work with colleagues to share differentiated, developmentally-appropriate opportunities to address learners’ differences in gender, needs, strengths, interests and experiences. Learning Action Cells

16. Features of a Developmental Approach (AITSL, Looking at classroom practice, p.6) • Gives clarification to what it means to “get better” in areas of teacher expertise • Defines direction:describes and illustrates professional growth and development for teachers • Enables teachers to reflect on their practice, diagnose strengths and areas needing improvement • Provides vision and details of the next level of performance based on teacher quality • Is sensitive to the continuum of lifelong learningof teachers’ professional practice

17. Teacher Professional Development Framework Career Path Recruitment and Hiring Learning Action Cells Rewards, Compensation? Teacher Entry Requirement Teacher Accreditation at Career Stage 2, 3, 4 and Head Teacher Position Classroom Observation Tool & Self-Reflection Tool Targeted Professional Development and Teacher Training Teacher Education

18. Career Stage 4 Career Stage 1 Career Stage 2 Career Stage 3 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Positive use of ICT Positive use of ICT CAREER STAGE Continuum Teaching and learning resources including ICT Professional reflection and learning to improve practice Professional reflection and learning to improve practice

19. Philippine Professional Standards for Teachers: Domains, Strands, Indicators

20. Domains Philippine Professional Standards for teachers NCBTS 1 Content Knowledge and Pedagogy Central to the new K to 12 Reform and places, at the beginning, the importance of teachers knowing their content and knowing how to teach it. Subsumed in other domains 1 Social Regard for Learning 2 Learning Environment 2 Learning Environment 3 Diversity of Learners 3 Diversity of Learners 4 Curriculum and Planning 4 Curriculumand Planning 5 Assessment and Reporting 5 Planning, Assessing and Reporting 6 Community Linkages and Professional Engagement 6 Community Linkages 7 Personal Growth and Professional Development 7 Personal Growth and Professional Development

21. Use of Mother Tongue, Filipino and English in instruction Classroom communication strategies Learners’ linguistic, cultural, socio-economic and religious backgrounds Establish community relationships and uphold professional ethics Use a variety of assessment tools to inform and enhance the teaching and learning process Maintain a learning-focused environment Are responsive to learner diversity Plan and design effective instruction Knowledge of research Know what to teach and how to teach it Strategies for promoting literacy and numeracy Strategies for developing critical and creative thinking skills Engage in professional reflection and assume responsibility for personal professional learning Learners from Indigenous Groups Teacher Quality Requirements in the K to 12 Learners in difficult circumstances

22. Mother Tongue Professional Development for Teachers NCBTS Standards, Domain 1: Content Knowledge and Pedagogy Strand 1.6 Use of Mother Tongue, Filipino and English in teaching and learning Stage 4 ? v e r s u s Stage 3 1.6.4 Show exemplary skills in and advocate the use of Mother Tongue, Filipino and English in teaching and learning to facilitate the learners' language, cognitive and academic development and foster pride of their language, heritage and culture. 1.6.3 Model and support colleagues in the proficient use of Mother Tongue, Filipino and English to improve teaching and learning, as well as to develop the learners' pride of their language, heritage and culture. Stage 2 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning. Stage 1 Not mentioned 1.6.1 Use Mother Tongue, Filipino and English in teaching and learning. Explicit mention

23. Social Regard for Learning NCBTS Professional Standards for Teachers Strand 1.1. Teacher’s actions demonstrate value for learning Strand 2.1 Learner safety and security 2.1.2 Establish safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures 1.1.1. Implements school policies and procedures Strand 6.4 School policies and procedures 6.4.2 Comply with and implement school policies and procedures consistently to foster harmonious relationships with learners, parents, and other stakeholders. 1.1.2. Demonstrates punctuality 1.1.3. Maintains appropriate appearance Strand 6.3 Professional ethics 6.3.2 Review regularly personal teaching practice using existing laws and regulations that apply to the teaching profession and the responsibilities specified in the Code of Ethics for Professional Teachers. 1.1.4. Is careful about the effect of one’s behavior on students Strand 2.3 Management of classroom structure and activities 2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments. Strand 1.2. Demonstrates that learning is of different kinds and from different sources 1.2.1. Makes use of various learning experiences and resources