SAINT JUDE THADDEUS INSTITUTE OF TECHNOLOGY

Borromeo St., Surigao City

National Competency-Based Standard

Renalyn B. Galgo

College of Education, Saint Jude Institute of Technology

EDUC 4: The Teaching Profession

Ms. Loverly Buladaco

June 3, 2022
 I. Discuss each of NCBTS Domains and site significant situations which you have
observed during your face to face classes when you were in high school that is
applicable in each domain.

As what Plato said, necessity is the mother of invention. The National Competency-Based
Teacher Standards were developed in response to the country's societal changes and the necessity
for education to be the primary means of fostering competitiveness and innovation among
individuals in the twenty-first century. It is a framework for teaching and teacher development
that will govern all policies, reforms, and activities linked to teaching. The basic principle of
NCBTS is that all Filipino teachers must be dedicated to and held accountable for providing
high-quality classroom instruction that results in improved student learning outcomes.

In essence, specific strands and indicators are defined for each area. The Social Regard for
Learning (Domain 1), Learning Environment (Domain 2), the Diversity of Learners (Domain 3),
the Curriculum (Domain 4), Planning, Assessing, and Reporting (Domain 5), Community
Linkages (Domain 6) and lastly, the Personal Growth and Professional Development (Domain
7).

Since I'd like to think I'm a product of essentialist education and was present during the
shift to progressivist education. The way the teachers respond and administer the class is much
more obvious now than it was previously. Now that I have a comprehensive understanding of
what constitutes successful teaching, I can comprehend how teachers act within and outside of
the classroom, as well as why they do so.

Social regard for learning focuses on the idea that teachers are positive and powerful role
models for pupils who are pursuing various learning initiatives. The closest I can come to this
domain is when a teacher calls a silent student in the class to answer a question rather than
calling on those who are raising their hands to recite. In some ways, I realized that the teacher's
activity was to elicit the student's participation in the class. The second area, Learning
Environment, focuses on the importance of establishing a social, psychological, and physical
environment in which students can participate in various learning activities and achieve
increased learning standards, regardless of their unique learning variations. Laboratory work and
activity outside classroom during physical education is an example of this learning domain. The
Diversity of Learners highlights that teachers must acknowledge and respect students' individual
differences by utilizing knowledge of their characteristics to construct a variety of learning
activities to ensure that all learners can meet their learning objectives. During my high school
years, there was an activity when we were divided into groups based on our talents. Each student
had the opportunity to showcase themselves in a way that we had never seen them do before,
with such confidence.
On the other hand, all aspects of the teaching-learning process, including the teacher's
understanding of subject matter and the learning process, teaching-learning methodologies and
activities, instructional materials, and learning resources, are referred to as the Curriculum. The
greatest illustration for this domain is when the teacher prompted questions after a lecture. Also,
when their written tests were presented in a situational manner where application of learning
encouraged. Planning, Assessing, and Reporting is the domain that refers to the coordination of
assessment and planning activities. One of the situations we can link to this domain is returning
students' work, quizzes, and activities after they have been checked, as well as issuing the report
card after every quarter. Community Linkages is a domain that centers on teachers' attempts to
enhance the relationships between schools and communities in order to aid in the achievement of
curriculum goals and to ensure that classroom activities are meaningfully related to the
experiences and expectations of students in their homes and communities. During my high
school days, we visited a museum within our community because our teacher said that it’s
important to be acquainted with this as our community is known as the Art Capital of the
Philippines. The last domain, Personal Growth and Professional Development, affirms the notion
that teachers value high personal regard for the teaching profession, professional development,
and ongoing improvement as teachers. Attending seminars is the most profound evidence of this
domain. I also like to think that classroom management has something to do with this domain.

II. Compare and contrast the Domains of National Competency- Based Standards
(NCBTS) and Philippine Professional Standards for Teachers (PPTS).
 The National Competency-Based Teacher Standards (NCBTS) establishes the optimum
teaching practice. It creates performance measures for teachers that are organized into
appropriate domains and strands. Philippine Professional Standard for Teachers (PPST) on the
other hand, is established upon the National Competency- based Teacher Standards (NCBTS). It
is a public declaration of what teachers should know, value, and be able to do in their
professional lives.
DepEd Order No. 42 states that, the PPST "must be used as a basis for all learning and
development programs for teachers to ensure that teachers are appropriately qualified to
effectively implement the K to 12 Program." Furthermore, the PPST can be utilized for teacher
selection and advancement.

National Competency- Based Philippine Professional

Teacher Standard Standard for Teachers

Content knowledge
Social Regard for
Learning Environment
and Pedagogy
Learning
Diversity of the
Curriculum and
Curriculum
Learners Planning
Planning, Assessment
Assessment and
and Reporting Personal Growth and
Reporting
Community Linkages
Professional
Community Linkages
Personal Growth and
Development
and Professional
Professional
Development
Development
 In content knowledge and pedagogy, the importance of mastering topic knowledge
and its connections within and beyond curriculum areas, as well as a firm and critical
understanding of the application of teaching and learning theories and concepts, is recognized.
As students participate in numerous learning activities, teachers at NCBTS serve as excellent and
inspirational role models. This notion is demonstrated by the teacher's actions, statements, and a
variety of social interactions with students.

The learning environment is the second domain of the PPST and NCBTS, which
emphasizes the importance of providing an environment in which students can engage in a
variety of learning activities and work toward high educational standards, regardless of their
individual learning differences, and thus promote learner responsibility and achievement.

Similarly, both NCBTS and PPST's third domains are concerned with creating
learning environments that are sensitive to learner diversity. It emphasizes the importance of
teachers assisting students in achieving their learning objectives by identifying and appreciating
their unique traits and incorporating that information into a variety of learning activities.

The curriculum, which encompasses the teacher's subject matter and learning
process knowledge, teaching-learning strategies and activities, instructional materials, and
learning resources, is the focus of NCBTS domain 4. Curriculum and planning, on the other
hand, is concerned with transforming educational knowledge into learning activities based on
successful teaching and practices.

NCBTS, aligns assessment and planning activities, focuses on planning, assessing,

and reporting. PAR focuses on three areas: (1) using assessment data to develop and amend
teaching-learning plans; (2) integrating assessment methods into the planning and
implementation of teaching-learning activities; and (3) reporting on students' actual progress and
conduct. PPST Assessment and Reporting, on the other hand, uses a number of assessments and
methodologies to monitor, evaluate, document, and update learners' needs and progress.

NCBTS and PPST Community Linkages focuses on teachers' efforts to enhance

the relationships between schools and communities in order to aid in the achievement of
curriculum goals. The teacher's professional development is in addition to PPST.
 The final domain focuses on upholding teaching's dignity by prioritizing
professional development and exhibiting a strong personal appreciation for the profession.

The importance of mastering

topic knowledge and its
linkages within and beyond
curriculum areas, as well as a
firm and critical understanding
of the application of teaching
and learning theories and
concepts, is recognized in
content knowledge and
pedagogy. Teachers at NCBTS
serve as outstanding and
inspirational role models for
students as they engage in
various learning activities. The
teacher's actions, remarks, and
many forms of social
interactions with students show
this concept.promote learner
responsibility and achievement,
provide learning
settings that are safe, secure,
fair, and supportive
promote learner responsibility
and achievement, provide
learning
settings that are safe, secure