National Competency Based Teacher Standards (Ncbts)- Philippines

2845 Words Nov 28th, 2011 12 Pages
Department of Education NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)
A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS

Department of Education
Outline
•What is BESRA? •What is the NCBTS? •Why do we need the NCBTS? •Who should use the NCBTS? •How should teachers use the NCBTS?

Department of Education
Outline
•How can the NCBTS help teaching improve their teaching? •How does the NCBTS define good teaching? •What are the seven domains of good teaching?

Department of Education

Philippine Education for All (EFA) Plan 2015

Basic Education Sector Reform Agenda (BESRA)

Department of Education Key BESRA changes as of today
KRT 1: Schools as key providers of basic education continuously improve KRT 2: Teachers as ethical &
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Department of Education
How Can the NCBTS Help Teachers Improve Their Teaching?
- The full impact on student learning is best achieved by integrated and cumulative improved efforts of many teachers. - The qualities of good teaching are found in individual teachers, but these are strengthened & valued more when it is supported by communities of teachers & educators. - Teachers personal efforts are enhanced when groups of teachers work together to improve their teaching and when the immediate and larger work environment supports the efforts of the teachers.

Department of Education
How Does the NCBTS Define Good Teaching?
Domains. a distinctive sphere of the teachinglearning process, and is also a well-defined arena for demonstrating positive teacher practices. Strands. specific dimensions of positive teacher practices under the broad conceptual domain. Indicators are concrete, observable, and measurable teacher behaviors, actions, habits, actions, routines, and practices known to create, facilitate, and support enhanced student learning.

Department of Education
How Does the NCBTS Define Good Teaching
Nature/quality: “How well are the essential qualities or critical features demonstrated/observed in the positive teacher practices?” Frequency, consistency and appropriateness: “How often is the ideal teaching practice demonstrated?”, “Is the
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