MODULE 3; WEEK 4- THE TEACHER IN THE CLASSROOM

AND COMMUNITY

 National Competency Based Teacher Standards (NCBTS)

 The 21st Century Teacher

Learning Outcomes:

At the end of the lesson, the pre- teacher will be able to:

1. Identify and discuss on what are expected from the teachers as spelled out in the NCBTS.
2. Define the 21st century teacher and identify their skills as advanced teachers of the new generation;
and discuss each skill that the teacher needs to possess in the 21st century.

Overview:

This course deals with the teacher as a person and as a professional within the context of national teacher
standards and other global teachers’ standards, professional and ethical values, awareness of professional
rights, privileges and responsibilities as well as their roles in the society.

Content:
Chapter 2- THE TEACHER IN THE CLASSROOM AND COMMUNITY

Introduction
The teacher is primarily meant for the classroom to teach. The classroom is/her first community, a
community of pupils/ students. But he/she has other communities to relate with- the teaching community
and the community outside the school. The teaching community consist of his/her fellow teachers, his/her
colleagues and his/her superiors. The community outside the schools includes the parents of his/her
students, local officials, alumni/alumnae and other members of the community in which the school is
located.
To function well in the classroom and in the community, he/she must equipped with competencies.
Competencies refer to knowledge, skills and attitudes that a teacher ought to possess for him/her to
perform his/her tasks satisfactorily. These competencies are captured and presented in the National
Competency- Based Standards Framework.

Lesson 1- The National Competency- Based Teacher Standards (NCBTS)

What are expected of the teacher in the classroom and in the community are spelled out in the National
Competency- Based Teacher Standards (NCBTS) developed by the Department of Education in relation to
the Teacher Education and Development Program (TEDP) that conceptualizes a teacher’s career path
(Experiential Learning Courses Handbook 2009). The NCBTS is a set of competencies (behaviors,
attitudes and skills) that each teacher must possess to function effectively and satisfactorily. These are
based upon “the core values of Filipino teachers and on the principles of effective teaching and learning.
The NCBTS framework is divided into seven (7) domains that represent the desired features of the
teaching and learning process. These domains incorporate a series of twenty- one (21) strands of desired
teaching performance statements which can be identified as eighty (80) performance indicators that are
observable indicators of the quality of a teacher’s performance (Experiential Learning Courses Handbook,
2009).

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Domain 1- Social Regard For Learning (SRFL)

This domain focuses on the ideal that the teachers serve as positive and powerful role models of the values
of the pursuit of learning of different kinds of effort to learn. The teacher’s actions, statements, and different
types of social interactions with students exemplify this ideal.

Performance Indicators
Strands of Desired Teaching Performance

1.1 Acts as a Positive role model for students 1.1.1 Implements school policies and procedures

1.2.2 Demonstrates punctuality

1.3.3 Maintains appropriate appearance

1.4.4 Is careful about the effect of one’s behavior on

students

1.5.5 Shows respect for others persons and their

ideas

Domain 2. Learning Environment (LE)

This domain focuses on importance of providing a social, psychological and physical environment within
which all students, regardless of their individual differences in learning, can engage in the different learning
activities and work towards attaining high standards of learning.

Performance Indicators
Strands of Desired Teaching Performance

2.1 The teacher creates an environment that 2.1.1 Maintains a learning environment of courtesy
promotes fairness. and respect for different learners’ abilities, culture, &
gender;

2.1.2 Provides gender-fair opportunities for learning;

and

2.1.3 Recognizes that every learner has strengths.

2.2 The teacher makes the classroom environment 2.2.1 Maintains a safe, clean and orderly classroom
safe and conducive to learning. free from distractions; and

2.2.2 Arranges challenging activities given the

physical environment.

2.3 The teacher communicates higher learning 2.3.1 Uses individual and cooperative learning
expectations to each learner. activities to improve capacities of learner’s for
higher learning;

2.3.2 Encourages learners to ask questions; and

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 2.3.3 Provides learners with a variety of learning
experiences.

2.4 The teacher establishes and maintains 2.4.1 Handles behavior problems quickly and with
consistent standards of learners’ behavior. due respect to children’s nights;

2.4.2 Gives timely feedback to reinforce appropriate

to learners’ behavior;

2.4.3 Guides individual learner requiring

development of appropriate social and learning
behavior; and

2.4.4 Communicates school policies and

procedures for classroom behavior and see to it that
they are followed

Domain 3. Diversity of Learners (DOL)

The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse
learners, by recognizing and respecting individual differences and by using knowledge about their
differences to design diverse sets of learning activities to ensure that all learners can attain the desired
learning goals.

Strands of Desired Teaching Performance Performance Indicators

3.1 The teacher is familiar with learners’ background 3.1.1 Uses information on the learning styles and
knowledge and experiences. needs of the learners to design and select learning
experiences;

3.1.2 Establishes goals that define appropriate

expectations for all learners;

3.1.3 Paces lessons appropriate to needs and/or

abilities of learners;

3.1.4 Provides differentiated activities for learners;

3.1.5 Initiates other learning approaches for learners

whose needs have not been met by usual
approaches; and

3.1.6 Shows sensitivity to multi-cultural background

of the learners.

3.2 The teacher demonstrates concern for holistic 3.2.1 Sets clear, challenging and achievable
development of learners. expectations on the holistic development of all
learners;

3.2.2 Identifies learning gaps and takes action to

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 enable learners to catch up;

3.2.3 Employs integrative and interactive strategies

for meaningful and holistic development of learners;

3.2.4 Is sensitive to unusual behavior of learners

and takes appropriate action; and

3.2.5 Provides opportunities to enhance learners

growth in all aspects.

Domain 4. Curriculum (Curr.)

The curriculum domain refers to all elements of the teaching-learning process that work in convergence to
help students understand the curricular goals and objectives, and to attain high standards of learning
defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the
learning process, teaching-learning approaches and activities, instructional materials and learning
resources.

Strands of Desired Teaching Performance Performance Indicators

4.1 The teacher demonstrates mastery of the 4.1.1 Delivers accurate and updated content
subject. knowledge using appropriate methodologies,
approaches and strategies;

4.1.2 Integrates language, literacy and quantitative

skill development and values in his/her subject area;

4.1.3 Explains learning goal, instructional

procedures and content clearly and accurately to
learners;

4.1.4 Links the current content with past and future

lessons;

4.1.5 Aligns lesson objectives with the teaching

methods, learning activities and instructional
materials or resources appropriate to learners;

4.1.6 Creates situations that encourage learners to

use high order thinking skills;

4.1.7 Engages and sustains learners’ interest in the

subject by making content meaningful and relevant
to them;

4.1.8 Integrates relevant scholarly works and ideas

to enrich the lesson as needed; and

4.1.9 Integrates content of subject area with other

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 disciplines.

4.2 The teacher communications clear learning 4.2.1 Sets appropriate learning goals;
goals for the lessons that are appropriate for
learners. 4.2.2 Makes the learners understand the learning
goals; and

4.2.3 Link the goals set with the expectations for

every learner.

4.3 The teacher makes good use of allotted 4.3.1 Establishes routines and procedures to
instructional time. maximize instructional time; and

4.3.2 Plans lessons to fit within available

instructional time.

4.4 The teacher selects teaching methods, learning 4.4.1 Translates learning competencies to
activities and instructional materials or resources instructional objectives;
appropriate to learners and aligned to objectives of
the lesson. 4.4.2 Selects, prepares and utilizes instructional
materials appropriate to the learners and to the
learning objectives;

4.4.3 Provides activities and uses materials which fit

the learners’ learning styles, goals and culture;

4.4.4 Uses a variety of teaching approaches and

techniques appropriate to the subject matter and the
learners; utilizes information derived from
assessment to improve teaching and learning; and

4.4.5 Provides activities and uses materials which

involve students in meaningful learning.

Domain 5. Planning, Assessing & Reporting (PAR) This domain refers to the alignment of assessment and
planning activities. In particular, the PAR focuses on the (1) use of assessment data to plan and revise
teaching-learning plans; (2) integration of assessment procedures in the plan and implementation of
teaching-learning activities, and (3) reporting of the learners’ actual achievement and behavior.

Strands of Desired Teaching Performance Performance Indicators

5.1 The teacher communicates promptly and clearly
the learners’ progress to parents, superiors and to
learners themselves.
5.1.1 Conducts regular meetings with learners and
parents to report learners’ progress; and
5.1.2 Involves parents in school activities that
promote learning.

5.2 The teacher develops and uses a variety of 5.2.1 Prepares formative and summative tests;
appropriate assessment strategies to monitor and
evaluate learning. 5.2.2 Employs non-traditional assessment
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 techniques (portfolio, authentic performance,
journals, rubrics, etc.); 5.23 interprets and uses
assessment results to improve teaching and
learning; and

5.24 Identifies teaching-learning difficulties and their

possible causes to address gaps.

5.3 The teacher monitors regularly and provides
feedback on learners’ understanding of content.
5.3.1 Provides timely and accurate feedback to
learners to encourage them to reflect on and monitor
their own learning growth; and keeps accurate
records of grades with performance levels of
learners.

Domain 6. Community Linkages (CL) The LC domain refers to the ideal that classroom activities are
meaningfully linked to the experiences and aspirations of the learners in their homes and communities.
Thus, this domain focuses on teachers’ efforts directed at strengthening the links between schools and
communities to help in the attainment of the curricular goals.

Strands of Desired Teaching Performance Performance Indicators

6.1 The teacher establishes learning environments 6.11 Involves community in sharing accountability
that respond to the aspirations of the community. for the learners’ achievement;

6.12 Use community human and materials

resources to support learning;

6.13 Uses the community as a laboratory for

learning;

6.14 Participates in community activities that

promote learning; and

6.15 Uses community networks to publicize school

events and achievements.

Domain 7. Personal Growth & Professional Development (PGPD)

The PGPD domain emphasizes the ideal that teachers value having a high personal regard for the teaching
profession, concern for professional development, and continuous improvement as teachers.

Strands of Desired Teaching Performance Performance Indicators

7.1 The teacher takes pride in the nobility of 7.1.1 Maintains stature and behavior that upholds
teaching as a profession. the dignity of teaching;

7.1.2 Allocates time for personal and professional

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 development through :

(a) Participation in educational seminars and

workshops,

(b) Enrolment in short-term courses and post

graduate

programs,

(c) Reading educational materials regularly, and

(e) Engaging in educational research.

7.1.3 Manifests personal qualities such as

enthusiasm, flexibility and

caring; and

7.1.4 Articulates and demonstrates one’s personal

philosophy of teaching.

7.2 The teacher builds professional link with 7.2.1 Participates actively in professional teacher
colleagues to enrich teaching practice. organizations; and

7.2.2 Keeps abreast with recent developments in

education.

7.3 The teacher reflects on the extent of the 7.3.1 Reflects on the quality of his/her own teaching;
attainment of students’ learning goals
7.3.2 Receives favorable rating from students, peers
and superiors;

7.3.3 Accepts personal accountability for learners’

achievement; and

7.3.4 Uses self-evaluation to recognize and correct

weaknesses

Lesson II- The 21st Century Teacher

“If we teach today as we taught yesterday we rob our children of tomorrow”

- John Dewey

The 21st Century Skills

To remain relevant and interesting, the teacher must possess 21st century skills. The 21st century skills
can be categorized into four (4) namely: 1) communication skills 2) learning and innovation skills 3)
information, media and technology skills and 4) life and career skills. A teacher must possess them in order
to survive in this 21st century and be able to contribute to the development of the 21st century learners.

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Under each of these four clusters of the 21st century skills are specific skills. Effective communication skills
include 1) teaming 2) collaboration 3) interpersonal skills 4) local, national and global orientedness and 5)
interactive communication.

The learning and innovation skills are the 3C’s namely 1) creativity 2) curiosity 3) critical thinking problem
solving skills and 4) risk taking.

Life and career skills embrace 1) flexibility and adaptability 2) leadership and responsibility 3) social and
cross cultural skills 4) initiative and self-direction 5)productivity and accountability and 6) ethical , moral and
spiritual values.

Information, media and technology skills are 1) visual and information literacies 2) media literacy 3) basic,
scientific, economic and technological literacies and 4) multicultural literacy.

The first three (3) categories of life skills are self-explanatory. The last category (information, media and
technology skills) needs further explanation. They are explained below:

Visual literacy is the ability to interpret, make meaning from information presented in the form of an image.
It is also the ability to evaluate, apply or create conceptual visual representation.

Information literacy is the ability to identify what information is needed, identify the best sources of
information for a given need, locate those sources, evaluate the sources critically and share that
information. Information literacy is most essential in the conduct of research.

Media literacy is the ability to critically analyze the messages that inform, entertain and sell to us every day.
It’s the ability to bring critical thinking skills to bear on all forms of media asking pertinent questions about
what’s there and noticing what’s not there. It is the ability to question what lies behind media productions-
the motives, the money, the values and the ownership and to be aware of how these factors influence
content of media production.

Scientific literacy encompasses written, numerical and digital literacy as they pertain to understanding
science, its methodology, observations and theories. Scientific literacy is the knowledge and understanding
of scientific concepts and processes required for personal decision making, participation in civic and
cultural affairs and economic productivity.

Economic literacy is the ability to apply basic economic concepts in situations relevant to one’s life. It is
about cultivating a working knowledge of the economic way of thinking-understanding tradeoffs,
recognizing the importance of incentives. It encompasses a familiarity with fundamental economic concepts
such as market forces or how the monetary system works.

What is technological literacy? The US Department of Education (1996) defined technology literacy as
“computer skills” and the ability to use computer and other technology to improve learning, productivity and
performance”.

Technological literacy is the ability to responsibly use appropriate technology to:

 Communicate
 Solve problems
 Access, manage, integrate, evaluate, design and create information to improve learning in all
subject areas
 Acquire life -long knowledge and skills in the 21st century

Another way of grouping the 21st century skills is shown below:

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  Ways of thinking. Creativity, critical thinking, problem solving, decision making and learning
 Ways of working. Communication and collaboration
 Tools for working. Information and communications technology (ICT) and information literacy
 Skills for living in the world. Citizenship, life and career and personal and social responsibility

Relate these 21st century skills to the characteristics of the 21st century educator presented in the
graphic organizer below.

21ST Century
Effective Communication SkillsSkills Learning and Innovation Skills

Info, Media
and Technology Skills Life and Career
Skills

Assessment:
ESSAY
1. Why is NCBTS important?
2. Choose and discuss at least 2 among the 7 NCBTS domain.
3. By means of a graphic organizer, describe the 21st century teacher by completely presenting the 21st
century skills.

Module Summary:

The NCBTS’s are the standards of good teaching in the Philippines. It consists of 7 domains, 21 strands
and 80 performance indicators. The 21st century teacher is one who is adequately equipped with 1)
communication skills, 2) learning and innovation skills, 3) information, media and technology skills, and
4)life and career skills. He/she collaborates and interrelates with others from all walks of life. He/ she is
innovative and embarks on lifelong learning. He/ she uses technology to the maximum and to the optimum
to improve his/ her learning and productivity. He/ she critically analyzes and evaluates information derived
from various sources and is able to read message from media whether directly given or given in a subtle
manner.
The 21st century teacher is highly collaborative; a lifelong learner is accountable for results and is formation,
media and technology literate.

References:

Pila, Rowena A, et.al (2013), the teaching profession in the Philippines, Anvil Publishing Inc., Cacho
Hermano Bldg., Pines cor. Union St. Mandaluyong

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Bilbao, Purita, et. Al (2012), the teaching profession, Lorimar Publishing Inc., 776. Aurora Blvd.,
Cubao, Q.C

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