The Philippine Professional

Standards for Teachers

(DNCBTS)
 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)
 Prior to July 2012,
Genesis of the D-NCBTS project

 Consultative Mission, involving SiMERR and PNU staff,

held in January 2012, six months prior to the establishment
of RCTQ and Basic Education Sector Transformation
(BEST).

Stakeholders raised concerns about the NCBTS

Stakeholders responded positively to the ideas of a

developmental set of professional teacher standards.
 Considerations of D-NCBTS project

Among the recommendations were suggestions to revise the

NCBTS. Considerations raised were:

develop career stages;

ensure that the duplication in NCBTS was reduced;

give content knowledge and pedagogy a more prominent

focus;

Embed new ideas from the K to 12 Reform into the

Standards;
 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 basis for an internationally acceptable pre-service

teacher preparation program; and

•a Teacher Education Institution (TEI) quality assurance

framework.
“The quality of an education
system cannot exceed the
quality of its teachers.”
(McKinsey, 2007)
 Teacher Quality
and the
Philippine Professional Standards for Teachers
 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 generic to represent practice

 Content
Knowledge and
Curriculum
Learning Pedagogy
and Planning
Environment
Diversity Assessment
of and Reporting
Learners
D-NCBTS

Highly Proficient

Distinguished
Community
Beginning

Proficient
Personal

Teacher

Teacher

Teacher
Linkages and

Teacher
Growth and
Professional
Professional
Engagement
Development

NCBTS
Comparison of D-NCBTS Strands with World
Standards
 Capturing teacher quality

K to 12 21st Century Skills

(June 2013)

National
Philippine
Competency-
Professional
based Teacher
Standards
Standardsfor
(NCBTS)
Teachers
Philippine
ASEAN Integration/
Qualifications Internationalization
Framework
Philippine Professional Standards for Teachers as a
Framework
for Teacher Quality and Teacher Development
 The Paradigm Shift

Pre-K to 12 K to 12
Paradigm Shift
D-NCBTS
NCBTS
(a continuum of teaching
practice defined in terms of
distinct career stages)
 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)
 Targeted Professional
Development for Teachers
Professional Standards
Domain 3. Diversity of Learners

Strand 3.1 Learners’ gender, needs, strengths, interests and experiences

Stage 1 Stage 2 Stage 3 Stage 4

3.1.1 Demonstrate 3.1.4 Lead colleagues

3.1.2 Use 3.1.3. Work with
knowledge and colleagues to share to evaluate
understanding of differentiated,
developmentally- differentiated, differentiated
differentiated developmentally- strategies to enrich
teaching to suit the appropriate learning
experiences to appropriate teaching practices
learners' gender, opportunities to that address learner
address learners’
needs, strengths, address learners’ differences in gender,
gender, needs,
interests and strengths, interests differences in gender, needs, strengths,
experiences. and experiences. needs, strengths, interests and
interests and
experiences.
experiences.
Learning Action Cells
 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 learning of teachers’

professional practice
 Teacher Professional Development Framework

Career Path

Recruitment
and Hiring

Learning Action Cells

Rewards,
Teacher Entry
Compensation?
Requirement
Teacher Accreditation at Career
Stage 2, 3, 4 and Head Teacher Position

Teacher Classroom Observation Tool & Self-Reflection Tool

Education Targeted Professional Development and Teacher Training
 Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
1
2
3 Positive use Positive
4
5 of ICT use of
6
7
8
ICT
9
10
11
12
CAREER STAGE Continuum
13
14
15
16
17
18
19
20
21
22
23 Teaching and
24
25
26
learning
27
28
resources
29
30 including
31
32 ICT
33
34
35
36 Professional
37 Professional
reflection and
reflection and
learning to
learning to
improve
improve
practice
practice
Philippine Professional Standards
for Teachers: Domains, Strands,
Indicators
 Domains
Philippine Professional
NCBTS Standards for teachers

Central to
Subsumed 1 Social Regard for 1 Content Knowledge and the new K to
in other Learning
domains
Pedagogy 12 Reform
and places,
at the
2 Learning Environment 2 Learning Environment beginning,
the
importance
3 Diversity of Learners 3 Diversity of Learners of teachers
knowing
4 Curriculum and their content
4 Curriculum and Planning and knowing
Planning
how to teach
5 Assessment and it.
Reporting
6 Community Linkages and
6 Community Linkages Professional Engagement
7 Personal Growth and 7 Personal Growth and
Professional Development Professional Development
 Use of Mother Tongue, Filipino and
Knowledge of research
English in instruction
Strategies for promoting
Strategies for developing critical and
literacy and numeracy
creative thinking skills

Engage in
Know what
Classroom
professional reflection to teach and communication
and assume how to teach strategies
responsibility for it Maintain a
personal learning- Learners’
professional focused linguistic, cultural,
learning socio-economic and
environment religious
backgrounds
Establish
community Teacher Quality Learners in

relationships Requirements Are difficult

responsive to circumstances
and uphold in the K to 12
professional learner
Learners from
ethics Use a variety of diversity
Indigenous
assessment tools Plan and Groups
to inform and design
enhance the effective
teaching and
learning process
instruction
 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
Stage 3

?
v 1.6.4 Show
e exemplary skills
1.6.3 Model and in and advocate
r Stage 2 support the use of Mother
colleagues in the Tongue, Filipino
s proficient use of and English in
teaching and
u Stage 1
Mother Tongue,
Filipino and learning to
s 1.6.2 Display
proficient use of
English to facilitate the
learners' language,
Not mentioned Mother Tongue,
improve teaching
and learning, as cognitive and
1.6.1 Use Mother Filipino and well as to academic
Tongue, Filipino English to develop the development and
and English in facilitate learners' pride of foster pride of
teaching and teaching and their language, their language,
learning. learning. heritage and heritage and
culture. culture.

Explicit mention
 Social Regard for Learning
NCBTS
Strand 1.1. Teacher’s actions
demonstrate value for learning
1.1.1. Implements school policies and
procedures
1.1.2. Demonstrates punctuality
1.1.3. Maintains appropriate appearance
1.1.4. Is careful about the effect of one’s
behavior on students
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
Professional Standards for Teachers
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
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.
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.
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.