VALIDATION & INTEGRATION/CONSOLIDATION OF THE NCBTS-BASED TOS FOR LET

Legenda International Hotel, Olongapo City

February 9-11, 2009
NCBTS DOMAINS
CHEd Memo 30
COMPETENCIES
Percentag
Professional Education
e Weight
Courses
Domain 1 Social
The Teaching Profession
20%
Determine ways and means to ensure the
Regard for
high standards of personal and
Learning
Social Dimension of
professional development.
1.1 Teachers actions
Education
(The Global Teacher;
demonstrates value for
Teaching Competencies)
learning.
Field Study 1
Learners Development and
Determine the roles of the teachers as
1.2 Teacher
Environment
active members of the community and as
demonstrates that
global citizens responsible for the
learning is of different
Field Study 2
outcomes of their actions and for
kinds and comes from
Experiencing the Teachingdeveloping other citizens.
different sources.
Learning Process
(Intercultural communication;
Gender and development;
Domain 6 Community
Field Study 3
Globalization and education)
Linkages
Technology in the Learning
6.1 Teacher establishes
Environment
Analyze historical, economic, sociolearning an environment
cultural, geographical, environmental,
that responds to the
Field Study 4
political and social-psychological factors
aspirations of the
Understanding Curriculum
that affect the role of the school as an
community.
Development
agent of change.
(School as an agent of change)
Domain 7 Personal and
Field Study 5
Professional Learning Assessment
Interpret educational problems in the
Growth
Strategies
light of philosophical and legal
foundations of education.
7.1 Teacher takes pride
Field Study 6
(The Teacher as a Person in the Society;
in the nobility of teaching
On Becoming a Teacher
The Professionalization of Teaching)
as a profession.
Practice Teaching
Apply the four pillars of learning in
7.2 Teacher builds
responding to the aspirations of the

community: learning to know; learning to

do; learning to live together; learning to
be.
(Four Pillars of Learning)

professional links with

colleagues to enrich
teaching practice.
7.3 Teacher reflects on
the extent of the
attainment of
professional development
goals.

Apply ethical principles and situations

involving teachers relationship with
various groups of people.
(Guide for Professional Teachers)

Domain 2 Learning
Environment
2.1 Maintains a learning
environment of courtesy
and respect for different
learners (e.g. ability,
culture, gender)

Principles of Teaching 1 and

2

2.2 Teacher makes the

classroom environment
safe and conducive to
learning.

Developmental Reading 1/2

2.3 Teacher
communicates higher
learning expectations to
each learner.

Curriculum Development
Educational Technology 1
and 2

Field Study 2
Experiencing the TeachingLearning Process
Field Study 3
Technology in the Learning
Environment

Reflect on professional teachers

accountability to learners performance
and achievement and to the teachers
total involvement in the teaching
profession.
(The Teacher as a Person in Society)
Select activities, teaching methods,
instructional materials and technology,
classroom management techniques
appropriate for chosen subject-area.
(Determining Appropriate Instructional
Approaches and Methods, Learning Activities,
Instructional Materials and Tools)
Apply appropriate approaches to lesson
planning and curriculum development.
(Lesson Planning)
Choose appropriate principles in the
preparation and utilization of the
conventional and non-conventional
technology tools as well as traditional and
alternative teaching strategies.
(Other Modern Methods of Teaching;

35 %

2.4 Teacher establishes

and maintains consistent
standards of learners
behavior.

Field Study 4
Understanding Curriculum
Development
Practice Teaching

2.5 Teacher creates a

healthy psychological
climate for learning.

Integrated Teaching; Guidelines on the

Selection and Effective Utilization of
educational technology tools and resources)
Align curriculum components to
instruction and assessment.
(Linking curriculum, instruction and
assessment)

Domain 4 Curriculum
4.1 Teacher
demonstrates mastery of
the subject.

Distinguish the roles of stakeholders

(students; teachers; employers; parents;
and community) In the delivery of the
curriculum
(Delivering the Curriculum)

4.2 Teacher
communicates clear
learning goals for the
lessons that are
appropriate for learners.

Use activities that enhance critical,

creative and metacognitive reading skills.
(Honing of critical, creative and metacognitive
reading skills)

4.3 Teacher makes good

use of allotted
instructional time.
4.4 Teacher selects
teaching methods,
learning activities and
instructional materials or
resources appropriate to
the learners and aligned
objectives of the lesson.
4.5 Teacher recognizes
general learning
processes as well as
unique processes of

Analyze extrinsic and intrinsic factors that

affect reading performance.
(Extrinsic and intrinsic factors that affect
reading performance)

individual learners.
4.7 Teacher
demonstrates skills in the
use of information and
communication
technology in teaching
and learning
Domain 1 Social
Regard for Learning
1.2 Teacher
demonstrates that
learning is of different
kinds and comes from
different sources.
Domain 2 Learning
Environment
2.1 Maintains a learning
environment of courtesy
and respect for different
learners (e.g. ability,
culture, gender)
2.2 Teacher makes the
classroom environment
safe and conducive to
learning.
2.3 Teacher
communicates higher
learning expectations to
each learner.
2.4 Teacher establishes
and maintains consistent

Child and Adolescent

Development
Facilitating Learning
Field Study 1- Observation
of the Learner and the
Learning Environment
Field Study 2 The
Teaching-Learning Process
Practice Teaching

Analyze the cognitive, metacognitive,

motivational socio-cultural factors that
affect learning.
(Cognitive, metacognitive, motivational, sociocultural factors that affect learning)
Interpret theories and research findings
related to child and adolescent
development along the biological,
linguistic, cognitive, social and
psychological dimensions.
(Biological, linguistic, cognitive, social and
psychological dimensions of development of
children and adolescents)
Organize the learning environment that
promotes fairness regardless of culture,
family background, and gender,
responsive to learners needs and
difficulties.
(Individual differences in Learning;
Theories of styles)

20%

standards of learners
behavior.
2.5 Teacher creates a
healthy psychological
climate for learning.
Domain 3 Diversity of
Learners
3.1 Teacher determines,
understands and accepts
the learners diverse
knowledge and
experience.
Domain 5 Planning,
Assessing, and Reporting
5.2 Teacher develops
and uses a variety of
appropriate assessment
strategies to monitor and
evaluate learning.

Assessment of Learning 1
and 2
Field Study 5
Learning Assessment
Strategies
Practice Teaching

5.3 Teachers regularly

monitors and provides
feedback on learners
understanding of
content.
5.4 Teacher
communicates promptly
and clearly to learners,
parents and superiors
the learners progress.

Apply principles in constructing and

interpreting traditional and
alternative/authentic forms of high quality
assessment.
(Roles of Assessment;
Principles of High Quality Assessment;
Process and Product Oriented PerformanceBased Assessment; Portfolio assessment;
Development of classroom assessment tools;
Test Standardization)

Utilize processed data and results in

reporting and interpreting learners
performance to improve teaching and
learning.
(Utilization of assessment data;
Utilization and reporting of test results;
Planning and Implementing Parent-Teacher
Conference)

25%

Demonstrate skills in the use of

techniques and tools in assessing affective
learning.
(Affective assessment competencies,
techniques and tools)
*Equivalencies for the mandated professional education courses (RA 7836 and RA 9293) are found in Annex A.
Prepared by:
DR. JUNE P. SALANA Capitol University, Cagayan de Oro City
PROF. RODELIZA A. JAMIH Notre Dame University, Cotabato City
DR. ANDRES JULIO V. SANTIAGO, JR. University of Santo Thomas, Manila
DR. NENIE M. GALEDO Supervisor for Teacher Education, CHED RO VI, Iloilo City
DR. NENITA V. QUION University of San Agustin, Iloilo City
DR. MILAGROS L. BORABO Cento Escolar University, Manila City
Consultant:
ROSITA L. NAVARRO, PhD-Chairman, PACUCOA

ANNEX A
Mandated
Professional
Education
Courses
Cluster I
Foundations of
Education
*Philosophical and
Legal Foundations
*Sociological
Foundations

NCBTS DOMAINS

Domain 1 Social Regard

for
Learning
1.1 Teachers actions
demonstrates value for
learning.
1.2 Teacher demonstrates
that learning is of different
kinds and comes from
different sources.
Domain 6 Community
Linkages
6.1 Teacher establishes
learning an environment
that responds to the
aspirations of the
community.
Domain 7 Personal and
Professional
Growth
7.1 Teacher takes pride in
the nobility of teaching as a
profession.

CHEd Memo 30 Professional

Education Courses

COMPETENCIES

The Teaching Profession

Determine ways and means to ensure the high

standards of personal and professional
development.
(The Global Teacher;
Teaching Competencies)

Social Dimension of Education

Field Study 1
Learners Development and
Environment
Field Study 2
Experiencing the TeachingLearning Process
Field Study 3
Technology in the Learning
Environment
Field Study 4
Understanding Curriculum
Development
Field Study 5
Learning Assessment
Strategies
Field Study 6
On Becoming a Teacher

Determine the roles of the teachers as active

members of the community and as global
citizens responsible for the outcomes of their
actions and for developing other citizens.
(Intercultural communication;
Gender and development;
Globalization and education)
Analyze historical, economic, socio-cultural,
geographical, environmental, political and
social-psychological factors that affect the role
of the school as an agent of change.
(School as an agent of change)
Interpret educational problems in the light of
philosophical and legal foundations of
education.
(The Teacher as a Person in the Society;
The Professionalization of Teaching)
Apply the four pillars of learning in responding

Practice Teaching
7.2 Teacher builds
professional links with
colleagues to enrich
teaching practice.
7.3 Teacher reflects on the
extent of the attainment of
professional development
goals.

Cluster II
Principles and
Strategies of
Teaching

to the aspirations of the community: learning

to know; learning to do; learning to live
together; learning to be.
(Four Pillars of Learning)

Apply ethical principles and situations

involving teachers relationship with various
groups of people.
(Guide for Professional Teachers)

Reflect on professional teachers accountability

to learners performance and achievement and
to the teachers total involvement in the
teaching profession.
(The Teacher as a Person in Society)
Domain 2 Learning
Principles of Teaching 1 and 2
Select activities, teaching methods,
Environment
instructional materials and technology,
2.1 Maintains a learning
Curriculum Development
classroom management techniques appropriate
environment of courtesy and
for chosen subject-area.
respect for different
Educational Technology 1 and 2 (Determining Appropriate Instructional Approaches
learners (e.g. ability,
and Methods, Learning Activities, Instructional
culture, gender)
Developmental Reading 1/2
Materials and Tools)
2.2 Teacher makes the
classroom environment safe
and conducive to learning.

Field Study 2
Experiencing the TeachingLearning Process

Apply appropriate approaches to lesson

planning and curriculum development.
(Lesson Planning)

2.3 Teacher communicates

higher learning expectations
to each learner.

Field Study 3
Technology in the Learning
Environment

2.4 Teacher establishes and

maintains consistent
standards of learners

Field Study 4
Understanding Curriculum
Development

Choose appropriate principles in the

preparation and utilization of the conventional
and non-conventional technology tools as well
as traditional and alternative teaching
strategies.
(Other Modern Methods of Teaching;
Integrated Teaching; Guidelines on the Selection

behavior.
Practice Teaching
2.5 Teacher creates a
healthy psychological
climate for learning.
Domain 4 Curriculum
4.1 Teacher demonstrates
mastery of the subject.
4.2 Teacher communicates
clear learning goals for the
lessons that are appropriate
for learners.
4.3 Teacher makes good
use of allotted instructional
time.
4.4 Teacher selects
teaching methods, learning
activities and instructional
materials or resources
appropriate to the learners
and aligned objectives of the
lesson.
4.5 Teacher recognizes
general learning processes
as well as unique processes
of individual learners.
4.7 Teacher demonstrates
skills in the use of
information and
communication technology

and Effective Utilization of educational technology

tools and resources)
Align curriculum components to instruction
and assessment.
(Linking curriculum, instruction and assessment)
Distinguish the roles of stakeholders (students;
teachers; employers; parents; and community)
In the delivery of the curriculum
(Delivering the Curriculum)
Use activities that enhance critical, creative
and metacognitive reading skills.
(Honing of critical, creative and metacognitive
reading skills)
Analyze extrinsic and intrinsic factors that
affect reading performance.
(Extrinsic and intrinsic factors that affect reading
performance)

CLUSTER 3
Human Growth,
Learning and
Development

in teaching and learning

Domain 1 Social Regard
for Learning
1.2 Teacher demonstrates
that learning is of different
kinds and comes from
different sources.
Domain 2 Learning
Environment
2.1 Maintains a learning
environment of courtesy and
respect for different
learners (e.g. ability,
culture, gender)
2.2 Teacher makes the
classroom environment safe
and conducive to learning.
2.3 Teacher communicates
higher learning expectations
to each learner.
2.4 Teacher establishes and
maintains consistent
standards of learners
behavior.
2.5 Teacher creates a
healthy psychological
climate for learning.
Domain 3 Diversity of
Learners
3.1 Teacher determines,

Child and Adolescent

Development
Facilitating Learning
Field Study 1- Observation of
the Learner and the Learning
Environment
Field Study 2 The TeachingLearning Process
Practice Teaching

Analyze the cognitive, metacognitive,

motivational socio-cultural factors that affect
learning.
(Cognitive, metacognitive, motivational, sociocultural factors that affect learning)
Interpret theories and research findings
related to child and adolescent development
along the biological, linguistic, cognitive,
social and psychological dimensions.
(Biological, linguistic, cognitive, social and
psychological dimensions of development of
children and adolescents)
Organize the learning environment that
promotes fairness regardless of culture, family
background, and gender, responsive to
learners needs and difficulties.
(Individual differences in Learning;
Theories of styles)

understands and accepts

the learners diverse
knowledge and experience.
CLUSTER 4
Measurement and
Evaluation

Domain 5 Planning,
Assessment of Learning 1 and 2
Assessing, and Reporting
5.2 Teacher develops and
Field Study 5
uses a variety of appropriate Learning Assessment
assessment strategies to
Strategies
monitor and evaluate
learning.
Practice Teaching
5.3 Teachers regularly
monitors and provides
feedback on learners
understanding of content.
5.4 Teacher communicates
promptly and clearly to
learners, parents and
superiors the learners
progress.

Apply principles in constructing and

interpreting traditional and
alternative/authentic forms of high quality
assessment.
(Roles of Assessment;
Principles of High Quality Assessment;
Process and Product Oriented Performance-Based
Assessment; Portfolio assessment;
Development of classroom assessment tools;
Test Standardization)

Utilize processed data and results in reporting

and interpreting learners performance to
improve teaching and learning.
(Utilization of assessment data;
Utilization and reporting of test results;
Planning and Implementing Parent-Teacher
Conference)
Demonstrate skills in the use of techniques and
tools in assessing affective learning.
(Affective assessment competencies, techniques
and tools)

SUGGESTIONS FOR CHED MEMO 30

Teaching Profession may be changed to Foundations of Teaching Profession in order to clearly cover the very imfoundations