THE TEACHER IN THE CLASSROOM AND COMMUNITY

The National Competency-Based Teacher Standards (NCBTS)

Module 6

OVERVIEW/INTRODUCTION
Classroom is the first community of a teacher. It is a community of pupils. Teacher in the
classroom are the one who develop the formation of his/her students as a whole. Classroom
management is an integral part of the teaching process. It suggests providing a classroom
environment that is conducive to learning, such as appropriate time scheduling for various
activities and an orderly placement of furniture and instructional materials. A clean and well –
lighted area, together with a comfortable seating arrangement, make the classroom an inviting
place for promoting interaction and a much-welcomed feeling of togetherness. Aside from the
classroom as a first community of a teacher there are other communities that a teacher has to
relate with- the teaching community where she belongs together with his/her fellow teachers,
colleagues and his/her superiors. The other one is the community outside the schools which
includes the parents of his/her students, the local officials and other members of the community.

LEARNING OUTCOMES
At the end of this module, you are expected to:
1.) Define the National Competency-Based Teacher Standards (NCBTS) and its purpose
2.) Analyze the structure of NBCTS
3.) Distinguish the domains of NBCTS

LEARNING EXPERIENCES AND SELF-ASSESSMENT ACTIVITIES

(SAA)

What is National Competency-Based Teacher Standards (NCBTS) ?

 It is an integrated theoretical framework that defines the different dimensions

of effective teaching
 It draws from many existing positive expressions of good teaching found in
Philippine experiences.
 Good teaching is defined in terms of actual competencies associated with
features of teaching in high-learning classroom activities.
 The qualities of good teaching are unified under the teaching paradigm.
 The NCBTS is the proposed common framework for all teaching and teacher
development programs in the Philippine formal education sector.
 The NCBTS defines seven domains within which teachers can develop
professionally.
 Under each domain, specific strands and indicators are defined.

Why do we need the NCBTS?

 Provides a single framework that define effective teaching in all aspects of a

teacher’s professional life and in all phases of teacher development.
 Minimize confusion about what effective teaching is.
 Provides a better guide for all teacher development programs and projects form
the school-level up to the national level.

MODULE 6: THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

Prepared by: EDWIN D. NACION JR
Who Should Use the NCBTS?
 TEI : to design and implement effective pre-service teacher education curricula.
 PRC: in designing the Licensure Exam for Teachers. ‰
 Organizations and agencies: that implement in-service education for teachers
(INSET) shall refer to the NCBTS in developing their interventions. ‰
 Award-giving bodies in defining their criteria for outstanding teachers. ‰
 The Department: in formulating its hiring, promotion, supervision, and other
policies related to the teaching profession. It shall also use the NCBTS to guide
its INSET programs for teachers

FIGURE 1: The Seven Domains of NBCTS

DOMAIN 1 Social Regard

forpowerful
 Teachers serve as positive and Learningrole models of the values of the pursuit
of learning and of the effort to learn.
 Teachers’ actions, statements, and different types of social interactions with
students exemplify this ideal.

MODULE 6: THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

Prepared by: EDWIN D. NACION JR
 DOMAIN 2 Learning
 It focuses on the Environment
importance of providing for a social and physical environment
within which all students, regardless of their individual differences in learning.
 Teachers can engage students to the different learning activities and work
towards attaining high standards of learning.

DOMAIN 3 Diversity of
Learners

 It emphasizes the ideal that teachers can facilitate the learning process in diverse
types of learners:
― recognizing and respecting individual differences
― using knowledge about students’ differences
 Teachers design diverse sets of learning activities to ensure that all students can
attain appropriate learning goals.

DOMAIN 4 Curriculum

 It refers to all elements of the teaching-learning process that work in

convergence to help students attain high standards of learning and
understanding of the curricular goals and objectives.
 These elements include the teacher’s knowledge of subject matter, teaching
learning approaches and activities, instructional materials and learning resources

DOMAIN 5 Planning,
Assessing and
Reporting

MODULE 6: THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

Prepared by: EDWIN D. NACION JR
  This refers to the aligned use of assessment and planning activities to ensure
that the teaching- learning activities are maximally appropriate to the students’
current knowledge and learning levels.
 It focuses on the use of assessment data to plan and revise teaching-learning
plans, as well as the integration of formative assessment procedures in the plan
and implementation of teaching-learning activities.

DOMAIN 6 Community
Linkages

 It deals with the ideal that school activities are meaningfully linked to the
experiences and aspirations of the students in their homes and communities.
 It focuses on teachers’ efforts directed at strengthening the links between school
and community activities, particularly as these links help in the attainment of the
curricular objectives.

DOMAIN 7 Personal Growth and Professional Development

MODULE 6: THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

Prepared by: EDWIN D. NACION JR
  It emphasizes the ideal that teachers value having a high personal regard,
concern for professional development, and continuous improvement as teachers.

 SUMMARY
The NCBTS are the standards of good teaching in the Philippines. It consists of 7
domains, 21 strands and 80 performance indicators.
The ideal teacher functions well in the classroom as well as in the community.
He/she does the following:
 serves as a positive and powerful model of learning and living;
 provides a social, psychological, and physical environment that is conducive for
learning because students from varied backgrounds are treated with respect,
engaged in different learning activities and are motivated to work towards high
standards of learning;
 facilitates the learning process by considering diversity of learners;
 implements curriculum effectively by making students understand curriculum
goals and standards, by his/her mastery of subject matter and skillful use of
teaching-learning strategies and activities and learning resources;
 aligns assessment to curricular goals, objectives and standards, uses
assessment results to improve teaching-learning, and report assessment results
to those concerned;
 links with communities to help attain curricular goals; and

MODULE 6: THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

Prepared by: EDWIN D. NACION JR
  demonstrates a high regard for the teaching profession and embarks in a
continuing professional development.
The Code of Ethics for Professional Teachers comprising of a Preamble and 13
Articles spells out how the teacher should relate to the state, the community, the
teaching profession itself, the teaching community, higher authorities in the Philippines,
school officials, fellow teachers and other personnel, the learners, and the parents. It
also states how the teacher should conduct himself/herself as a person at all places at
all times including his/her business and financial matters.

SELF – ASSESSMENT ACTIVITIES ANSWER SHEETS

ACTIVITY

As a future educator, is it important to follow certain standards in teaching profession? Why

and why not?
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Among the seven (7) domains of NCBTS, which do you think must be given a priority? Why?
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MODULE 6: THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)
Prepared by: EDWIN D. NACION JR
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 END OF MODULE ASSESSMENT (EMA)

Research more on the NCBTS (National Competency-Based Teacher Standards)

and PPST (Philippine Professional Standards for Teachers). Write the
differences of the two standards for teachers.

NCBTS PPST
(National Competency-Based (Philippine Professional Standards
Teacher Standards) for Teachers)

MODULE 6: THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

Prepared by: EDWIN D. NACION JR
SELF and MODULE EVALUATION

How was your experience? Tell me about it. Check the appropriate box of your
experience.

SELF EVALUATION
I don’t understand I still need
anything discussed. I learned just I learned a lot
guidance on
right. from this module.
certain topics.

MODULE EVALUATION

Module is learner-
Module has
Module is clear friendly,
Module does not cater vague points
but lacks few comprehensive
my learning needs. that require
details. and easy to
revision.
understand.

MODULE 6: THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

Prepared by: EDWIN D. NACION JR
REFERENCES
The Teaching Profession 2nd Edition by Purita P. Bilbao et. al. Lorimar Publishing Inc.,
2012
https://www.scribd.com/presentation/400938651/Values-Formation-and-
Youhttps://www.slideshare.net/RandoiJurisdiction/the-teaching-profession-chapter-1-you-
the-teacher-as-a-person-in-society-lesson-1-2-and-5
https://www.scribd.com/document/318150969/The-Teaching-Profession-All-Chapters

MODULE 6: THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

Prepared by: EDWIN D. NACION JR