NATIONAL COMPETENCY –

BASED TEACHER
STANDARDS (NCBTS)

&
PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS
(PPST)
NATIONAL COMPETENCY – BASED
TEACHER STANDARDS (NCBTS)
The National Competency – Based Teacher
Standard is an integrated framework that defines
the different dimensions of effective teaching,
where effective teaching means being able to
help all types of students learn the different
learning goals in the curriculum.
Why do we need the NCBTS?

The NCBTS provides a single framework that shall define

teaching in all aspects of a teacher’s professional life and in all
phases of teacher development.

The use of a single framework should minimize confusion about

what effective teaching is.

The single framework should also provide a better

Guide for all teacher development programs and

projects from the school-level up to the national level.
PHILIPPINE PROFESSIONAL STANDARDS
FOR TEACHERS (PPST)
The Philippine Professional Standards for
Teachers, which is built on NCBTS, complements the
reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what
constitutes teacher quality in the K to 12 Reform through
well-defined domains, strands, and indicators that provide
measures of professional learning, competent practice, and
effective engagement.
Why do we need the PPST?
This set of standards makes explicit what
teachers should know, be able to do and value
to achieve competence, improved student
learning outcomes, and eventually quality
education. It is founded on teaching
philosophies of learner-centeredness, lifelong
learning, and inclusivity/inclusiveness,
among others. The professional standards,
therefore, become a public statement of
professional accountability that can help
teachers reflect on and assess their own
practices as they aspire for personal growth
and professional development.
 PHILIPPINE
NATIONAL COMPETENCY – PROFESSIONAL
BASED TEACHER STANDARDS STANDARDS FOR
TEACHERS
DOMAIN 1. Social Regard for Learning DOMAIN 1. Content, Knowledge and
Pedagogy
 NCBTS PPST
Domain 1. Social Domain 1. Content
Regard for Learning Knowledge and Pedagogy

This domain of Social Regard for

This domain recognizes the
Learning focuses on the ideal that
importance of teacher’s mastery of
the teachers serve as positive and
content knowledge and its
powerful role models of the values
interconnectedness within and across
of the pursuit of learning of different
curriculum areas, coupled with a
kinds of effort to learn. The teacher’s
sound and critical understanding of
actions, statements, and different
the application of theories and
types of social interactions with
principle of teaching and learning.
students exemplify this ideal.
 Strands and Indicators of NCBTS
1.1 Acts as positive role model for students.
1.1.1 Implements social 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.
1.1.5 Shows respect for other persons and their ideas.
Strands and Indicators of PPST
1.1 Content knowledge and its application within
and across curriculum areas.
1.2 Research-based knowledge and principles of
teaching and learning
1.3 Positive use of ICT
1.4 Strategies for promoting literacy and numeracy
1.5 Strategies for developing critical and creative
thinking, as well as other higher-order thinking
skills.
1.6 Mother Tongue, Filipino and English in
Teaching and Learning
1.7 Classroom communication strategies
 PHILIPPINE
NATIONAL COMPETENCY
PROFESSIONAL
– BASED TEACHER
STANDARDS FOR
STANDARS
TEACHERS
DOMAIN 1. Social Regard for Learning DOMAIN 1. Content, Knowledge and
Pedagogy
DOMAIN 2. Learning Environment
DOMAIN 2. Learning Environment
 NCBTS
Domain 2. Learning
Environment
The domain of Learning
Environment focuses on importance
of providing for social,
psychological and physical
environmental within which all
students, regardless of their
individual differences in learning,
can engage the different learning
activities and work towards attaining
high standards of learning.
PPST
Domain 2. Learning
Environment
The domain highlights the role of
teachers to provide learning
environment that are safe, secure, fair
and supportive in order to promote
learner responsibility and
achievement. It focused on creating
an environment that is learning-
focused and in which teachers
efficiently manage learners behavior
in physical and virtual spirit.
 Strands and Indicators of NCBTS Strands and Indicators of PPST
2.1 Creates an environment that promotes fairness.
2.1.1 Maintains a learning environment of courtesy and respect for
different learners. (eg. ability, culture, gender) 2.1 Learner safety and security
2.1.2 Provides gender-fair opportunities for learning.
2.1.3 Recognizes that every learner has strengths.

2.2 Makes the physical environment safe and conducive

to learning.
2.2.1 Maintains a safe, clean and orderly classroom free from
2.2 Fair learning environment
distractions.
2.2.2 Arranges challenging activities given the physical
environment.

2.3 Communicates higher learning expectations to each

learner.
2.3.1 Uses individual and co-operative learning activities to
improve capacities of learners for higher learning.
2.3.2 Encourages learners to ask questions. 2.3 Management of classroom structure and
2.3.3 Provides learners with a variety of learning experiences. activities
2.3.4 Provides varied enrichment activities to nurture the desire for
further learning.
2.3.5. Communicates and maintains high standards of learning
performance.
 Strands and Indicators of NCBTS Strands and Indicators of PPST

2.4 establishes and maintains consistent standards of

learners’ behavior.
2.4.1 Handles behavior problems quickly and with due respect to
children’s rights.
2.4.2 Gives timely feedback to reinforce appropriate to learners’
behavior.
2.4.3 Guides individual learners requiring development of
2.4 Support for learner participation
appropriate social and learning behavior.
2.4.4 Communicates and enforces school policies and procedures
for appropriate learner behavior.
2.4.5 Encourages free expression of ideas from students.
2.4.6 Creates stress-free environment.

2.5 Promotion of purposive learning

2.6 Management of learner behavior
 PHILIPPINE
NATIONAL COMPETENCY
PROFESSIONAL
– BASED TEACHER
STANDARDS FOR
STANDARS
TEACHERS
DOMAIN 1. Social Regard for Learning DOMAIN 1. Content, Knowledge and
Pedagogy
DOMAIN 2. Learning Environment
DOMAIN 2. Learning Environment

DOMAIN 3. Diversity of Learners DOMAIN 3. Diversity of Learners

 NCBTS PPST
Domain 3. Diversity of Domain 3. Diversity of
Learners Learners
This domain emphasizes the central
This domain of Diversity of Learners
role of teachers in establishing
emphasizes the idea that the teachers
learning environment that responsive
can facilitate the learning process in
to learner diversity. This domain
diverse learners by first recognizing
underscores the importance of
and respecting individual
teacher’s knowledge and
differences, then using knowledge
understanding of, as well as respect
about students’ differences to design
for, learners’ diverse characteristics
diverse sets of learning activities to
and experience as inputs to the
ensure that all students can attain
planning and design of learning
desired learning goals.
opportunities.
 Strands and Indicators of NCBTS Strands and Indicators of PPST
3.1 Is familiar learner’s background knowledge and
experiences.
3.1.1 Obtains information on the learning styles, multiple
intelligences and needs of learners.
3.1.2 Designs or selects learning experiences suited to different
kinds of learners. 3.1 Learners’ gender, need, strengths, interest and
3.1.3 Establishes goals that define appropriate expectations for all experience
learners.
3.1.4 Paces lessons appropriate to needs and/or difficulties of
learners.
3.1.5 Initiates other learning approaches for learners whose needs
have not been met by usual approaches.
3.2 Demonstrates concern for holistic development of
learners.
3.2.1 Recognizes multi-cultural background of learners when
providing learning opportunities. 3.2 Learners’ linguistic, cultural, socio-economics and
3.2.2 Adopts strategies to address needs of differently-abled religious backgrounds
students.
3.2.3 makes appropriate adjustments for learners of different socio-
economic backgrounds.
Strands and Indicators of NCBTS Strands and Indicators of PPST

3.3 Learners with disabilities, giftedness and talents

3.4 Learners in difficult circumstance

3.5 Learners from indigenous groups.

 PHILIPPINE
NATIONAL COMPETENCY
PROFESSIONAL
– BASED TEACHER
STANDARDS FOR
STANDARS
TEACHERS
DOMAIN 1. Social Regard for Learning DOMAIN 1. Content, Knowledge and
Pedagogy
DOMAIN 2. Learning Environment
DOMAIN 2. Learning Environment

DOMAIN 3. Diversity of Learning DOMAIN 3. Diversity of Learners

DOMAIN 4. Curriculum DOMAIN 4. Curriculum and Planning

 NCBTS
Domain 4. Curriculum
The domain of curriculum 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.
PPST
Domain 4. Curriculum and
Planning
This domain addresses teachers’
knowledge of and interaction with
the national and local curriculum
requirement. This domain
encompasses their ability to translate
curriculum content into learning
activities that are relevant to learners
and based on the the principles of
effective teaching and learning.
 Strands and Indicators of NCBTS Strands and Indicators of PPST
4.1 Demonstrates mastery of the subject
4.1.1 Delivers accurate and update content 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 goals, instructional procedures and content
clearly and accurately to students.
4.1.4 Links the current content with past and future lessons.
4.1.5 Aligns with lesson objectives the teaching methods, learning
4.1 Planning and management of teaching and learning process
activities and instructional materials or resources appropriate to
learners.
4.1.6 Create 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.
4.1.9 Integrates content of subject area with other disciplines

4.2 Communicates clear learning goals for the lesson that are
appropriate for learners. 4.2 Learning outcomes aligned with learning competencies
4.2.1 Sets appropriate learning goals.
4.2.2 Understands the learning goals
 Strands and Indicators of NCBTS Strands and Indicators of PPST
4.3 Makes good use of allotted instructional time.
4.3.1 Establishes routines and procedures to maximize instructional
4.3 Relevance and responsiveness of learning programs
time.
4.3.2 Plans lessons to fit within available instructional time.
4.4 Selects teaching methods, learning activities and
instructional materials or resources appropriate to learners and
aligned to the objectives of the lesson.
4.4.1 Translates learning competencies to instructional objectives
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’ 4.4 Professional collaboration to enrich teaching practice
learning styles, goals and culture.
4.4.4 Uses a variety of teaching approaches and techniques
appropriate to the subject matter and the learners.
4.4.5 Utilizes information derived from assessment to improve
teaching and learning.
4.4.6 Provides activities and uses materials which involve students in
meaningful learning.
4.5 Teacher recognizes general learning processes as well as
unique processes of individual learners.
4.5 Teaching and Learning resources including ICT
4.5.1 Design and utilizes teaching methods that take into account the
learning process.
 Strands and Indicators of NCBTS Strands and Indicators of PPST

4.6 Teacher promotes purposive study.

4.6.1 Cultivates good study habits through appropriate
activities and projects.

4.7 Teacher demonstrates skills in the use of

information and Communication Technology
in teaching and learning.
4.7.1 Utilizes information and Communication
Technology to enhance teaching and learning.
 PHILIPPINE
NATIONAL COMPETENCY
PROFESSIONAL
– BASED TEACHER
STANDARDS FOR
STANDARS
TEACHERS
DOMAIN 1. Social Regard for Learning DOMAIN 1. Content, Knowledge and
Pedagogy
DOMAIN 2. Learning Environment
DOMAIN 2. Learning Environment

DOMAIN 3. Diversity of Learning DOMAIN 3. Diversity of Learners

DOMAIN 4. Curriculum DOMAIN 4. Curriculum and Planning

DOMAIN 5. Planning, Assessing and

DOMAIN 5. Assessment and Reporting
Reporting
 NCBTS
Domain 5. Planning,
Assessing & Reporting
The domain of Planning, Assessing and
Reporting refers to the alignment of
assessment and planning activities. In
particular, the domain focuses on the (1)
use of assessment data to plan and revise
teaching-learning plans, (2) the integration
of assessment procedures in the plan and
implementation of teaching-learning
activities, and (3) reporting on the learner’s
actual achievement and behavior.
PPST
Domain 5. Assessing &
Reporting
This domain relates to processes
associated with variety of assessment
tools and strategies used by teachers
in monitoring, evaluating,
documenting and reporting learners’
needs, progress and achievement. It
concerns teachers providing learners
with the necessary feedback about
learning outcomes.
 Strands and Indicators of NCBTS Strands and Indicators of PPST

5.1 Communicates promptly and clearly to learners,

parents and superiors about the progress of the learners. 5.1 Design, selection, organization and utilization of
5.1.1 Shows proofs of instructional planning.
assessment strategies
5.1.2 Implements instruction as plan
5.1.3 Demonstrates ability to cope with varied teaching milieu.

5.2 Develops and uses a variety of appropriate

assessment strategies to monitor and evaluate learning.
5.2.1 Prepares formative and summative tests in line with the
curriculum.
5.2.2 Employs non-traditional assessment techniques (portfolio,
journals, rubrics, etc.) 5.2 Monitoring and evaluation of leaner progress and
5.2.3 Interprets and uses assessment result to improve teaching and achievement
learning
5.2.4 Identifies teaching-learning difficulties and possible causes
and takes appropriate action to address them.
5.2.5 Uses tools for assessing authentic learning.
 Strands and Indicators of NCBTS Strands and Indicators of PPST

5.3 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.
5.3.2 Keeps accurate records of grades/performance levels of 5.3 Feedback to improve learning
learners.
5.3.3 Conducts regular meetings with learners and parents to report
learners’ progress.
5.3.4 Involves parents to participate in school activities that
promote learning.

5.4 Communication of learner needs, progress and

achievement to key stakeholders

5.5 Use of assessment data to enhance teaching and

learning practices and programs
 PHILIPPINE
NATIONAL COMPETENCY
PROFESSIONAL
– BASED TEACHER
STANDARDS FOR
STANDARS
TEACHERS
DOMAIN 1. Social Regard for Learning DOMAIN 1. Content, Knowledge and
Pedagogy
DOMAIN 2. Learning Environment
DOMAIN 2. Learning Environment

DOMAIN 3. Diversity of Learning DOMAIN 3. Diversity of Learners

DOMAIN 4. Curriculum DOMAIN 4. Curriculum and Planning

DOMAIN 5. Planning, Assessing and

DOMAIN 5. Assessment and Reporting
Reporting

DOMAIN 6. Community Linkage and

DOMAIN 6. Community Linkage
Professional Engagement
 NCBTS
Domain 6. Community
Linkages
The domain of community Linkages
focuses on the ideal that classroom
activities are meaningfully linked to the
experiences and aspirations of the
students in their homes and
communities. Thus the domain focuses
o the teachers’ efforts directed at
strengthening the links between schools
and communities, particularly as these
links help in the attainment of the
curricular goals.
PPST
Domain 6. Community Linkages
and Professional Engagement
This domain affirms the role of teachers in
establishing school-community partnership
aimed at enriching the learning
environment, as well as the community’s
engagement in the educative process. It
focuses the importance of teachers’
understanding and fulfilling their
obligation in upholding professional ethics,
accountability and transparency to promote
professional and harminous relationship
with learners and wider community.
 Strands and Indicators of NCBTS Strands and Indicators of PPST
6.1 Establishes learning environments that respond to
the aspirations of the community.
6.1.1 Involves community in sharing accountability for the
learners’ achievement.
6.1.2 Uses community resources (human, material) to support
learning 6.1 Establishment of learning environment that are
6.1.3 Uses the community as a laboratory for learning
responsive to community contexts
6.1.4 Participates in the community activities that promote
learning
6.1.5 Uses community networks to publicize school events and
achievements.
6.1.6 Encourages students to apply classroom learning to the
community.

6.2 Engagement of parents and the wider school

community in the educative process

6.3 Professional ethics

6.4 School policies and procedures

 PHILIPPINE
NATIONAL COMPETENCY
PROFESSIONAL
– BASED TEACHER
STANDARDS FOR
STANDARS
TEACHERS
DOMAIN 1. Social Regard for Learning DOMAIN 1. Content, Knowledge and
Pedagogy
DOMAIN 2. Learning Environment
DOMAIN 2. Learning Environment

DOMAIN 3. Diversity of Learners DOMAIN 3. Diversity of Learners

DOMAIN 4. Curriculum DOMAIN 4. Curriculum and Planning

DOMAIN 5. Planning, Assessing and

DOMAIN 5. Assessment and Reporting
Reporting

DOMAIN 6. Community Linkage and

DOMAIN 6. Community Linkage
Professional Engagement
DOMAIN 7. Personal Growth and DOMAIN 7. Personal Growth and
Professional Development Professional Development
 NCBTS PPST
Domain 7. Personal Growth & Domain 7. Personal Growth &
Professional Development Professional Development

This domain accentuates teachers’

The domain of Personal Growth and
proper and high personal regard for
Professional Development
profession by maintaining qualities
emphasizes the ideal that teachers
that uphold the dignity of teaching
value having a high personal regard
such as caring attitude, respect and
for the teaching profession, concern
integrity. This domain values
for professional development, and
personal and professional reflection
continuous improvement as teachers.
and learning to improve practice.
 Strands and Indicators of NCBTS Strands and Indicators of PPST

7.1 takes pride in the nobility of teaching as a

profession.
7.1.1 Maintains stature and behavior that upholds the dignity of
teaching.
7.1.2 Allocates time for personal and professional development
through
* Participation in educational seminars and workshops. 7.1 Philosophy of teaching
* Reading educational materials regularly.
* Engaging in educational research.
7.1.3 Manifests personal qualities such as enthusiasm, flexibility
and caring.
7.1.4 Articulates and demonstrates one’s personal philosophy of
teaching.

7.2 Builds professional links with colleagues to enrich

teaching practice
7.2.1 Keeps abreast with recent developments in education.
7.2 Dignity of teaching as a profession
7.2.2 Links with other institution, organizations for sharing best
practices.
 Strands and Indicators of NCBTS Strands and Indicators of PPST

7.3 Reflects on the extent of the attainment of

professional development goals.
7.3.1 Reflects on the quality of his/her own teaching.
7.3.2 Improves teaching performance based on feedback from
students, peers and superiors and cooperating teachers. 7.3 Professional links with colleagues
7.3.3 Accepts personal accountability to learners’ achievement and
performance.
7.3.4 Uses self-evaluation to recognize and enhance one’s
strengths and correct one’s weaknesses.

7.4 Professional reflection and learning to improve

practice

7.5 Professional development goals