 The Teacher has two communities:

 consist of his/her fellow teachers,colleagues and superiors.

 Includes the parents of his/her learners, local officials,

alumni/alumnae and other members of the society in which the
school is located.
 To function well in the classroom and in the community, he/she must
be equipped with competencies.
 Knowledge
 Skills
 Attitudes
 National Competency-Based Teacher Standards

Standards of What the Teacher is

Effective and = Competent to Do.
Good Teaching

NCBTS is concerned with whether teachers are competent

in helping students learn.
 developed by Department of Education in relation to the Teacher
Education and Development Program (TEDP)

 is a set of competencies (behavior,attitudes and skills) that each

teacher must posses to function effectively and satisfactorily.

 “the core values of the Filipino teachers and on principles of

effective teaching and learning”

 NCBTS is divided into seven (7) domains that represents the

desired features of the teaching and learnings process.
 Provides single framework that define effective teaching in all
aspects of the 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.
 Schematic Representation of the Domain 1
Integrated Domains of the NCBTS Social Regard for Learning
• Acts as a positive role
model for students Domain 2
Domain 7 The Learning Environment
Personal Growth and Professional • Creates an environment that
Development promotes fairness
• Takes pride in the nobility of teaching • Makes the physical environment safe
as a profession. and conducive to learning
• Build a professional links with •
colleagues to enrich teaching Statement of Communicates higher learning
practices Principle expectations to each learner
Teachers in all • Establishes and maintains consistent
• Reflects on the extent of the standards of learners behavior
attainment of learning goals Philippines schools
are committed and
accountable fo
providing classroom
instruction with Domain 3
Domain 6 results that are Diversity of Learners
Community Linkages manifested in high • Is familiar with learner's background
• Establishes learning environments performance levels in knowledge and experiences
that respond to the aspirations of the terms of student • Demonstrates concern for holistic
community. learning outcomes. development of learners.
Teachers are
dedicated to thewell-
being of the students
Domain 5 and communities Domain 4
Planning,Assessing and Reporting they serve,taking into Curriculum
• Communicates promptly and clearly to account their cultural • Demonstrates mastery of the subject
learners,parents and superiors about the diversity, group • Communicates clear learning goals for the
progress of learners. aspirations and what lessons that are appropriate for learners.
• Develops and uses a variety of appropriate is values in education • Makes good use of allotted instructional time
assessment strategies to monitor and evaluate • Selects teaching methods,learning activities,and
learning. instructional materials or resources approriates
• Monitors regularl and provides feedbac on to learners and aligned to the objectives of the
learners' understanding of content. lesson.
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
the effort to learn. The
teacher's actions, statement
are different types of social
interactions with student
exemplify this ideal.
 1.1.1 Implements school
1.1 policies and procedures
1.2.2 Demonstrates punctuality
Acts as a positive 1.3.3 Maintains appropriate
role model for appearance
1.4.4 Is careful about the effect
students of one's behavior on student
1.5.5 Shows respect for other
persons and their ideas.
This domain 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.
 2.1.1 Maintains a learning
2.1 environment of courtesy and
respect for different learners.
Creates an
2.1.2 Provides gender-fair
environment that oppurtunities for learning.

promotes fairness 2.1.3 Recognizes that every

learner has strengths
 2.2
Makes the 2.2.1 Arranges
physical challenging activities
given the physical
environment safe environment.
and conductive to
learning
 2.3.1 Uses individual and co-
operative learning activities to
2.3 improve capacities of learners for
higher learning.
Communication 2.3.2 Encourages learners to ask
questions.
2.3.3 Provides varied enrichment
higher learning activities to nurture the desire for
further learning.
expectations to 2.3.4 Provides varied enrichment
activities
each learner. 2.3.5and maintains high standards
of learning performances.
 2.4.1 Handles behavior problems
quickly and with due respect to
2.4 children's rights
2.4.2 Gives timely feedback to reinforce
Establishes and appropriate to learners' behavior.
2.4.3 Guides individual learners
requiring development of appropriate
maintains social and learning behavior.
2.4.4 Communicates and enforces
consistent school policies and procedures for
appropriate learners behavior.
2.4.5 Encourages free expression of
standards of ideas from students.
2.4.6 Creates stress free environment.
learners behavior. 2.4.7 Takes measures to minimize
anxiety and fear of the teacher and/or
subject.
This domain emphasizes
the idea that the teachers
can facilitate the learning
process in diverse learners
by first recognizing and
respecting individual
differences, then using
knowledge about students'
differences to design
diverse sets of
learning,activities to ensure
that students can attain
desired learning goals.
 3.1.1 Obtains information on the
3.1 learning styles, multiple
intellegences and needs of learners.
Is familiar with 3.1.2 Designs or selects learning
experiences suited to different kind
of learners.
learner's 3.1.3 Establishes goals that define
appropriate expectations to all
background learners.
3.1.4 Paces lessons appropriate to
knowledge and needs and/or dificulties of learners.
3.1.5 Initiates other learning
approches for learners whose needs
expression. have not been met by usual
approaches.
 3.2 3.2.1 Recognizes mutli-cultural
background of learners when
Demonstrates providing learning
opportunities.
concern for 3.2.2 Adopts strategies to
address needs of differently-
holistic abled students.
3.2.3 Makes appropriate
development of adjustments for learners of
different socio-economic
learners. backgrounds.
This domain refers to all elements
of the teaching-learning process
that work in convergence to help
students understand the
curriculum goals and objectives,
and to attain high standards of
learning defined in the curriculum.
These elements includes the
teacher's knowledge of the
subject matter and the learning
process, teaching-learning
approaches and
activities,intructional materials
and learning resources.
 4.1.1 Delivers accurate and
updated content knowledge using
appropriate methodologies,
4.1 approaches and strategies.
4.1.2 Integrates language, literacy
Demontrates and quantitative skill development
and values in his/her subject area.
mastery of the 4.1.3 Explains learning goals,
instructional procedures and
content clearly and accurately to
subject. student.
4.1.4 Links the current content
with past and future lessons.
 4.1.5 Align with lesson
objectives the teaching
methods, learning activities
4.1 and instructional materials or
resources appropriate to
Demontrates learners.
4.1.6 Creates situations that
mastery of the encourage learners to use high
order thinking skills
subject. 4.1.7 Engages and sustains
learners interest in the subject
by making content meaningful
and relevant to them.
 4.1 4.1.8 Integrates relevant
scholarly words and ideas
Demontrates to enrich the lesson as
needed.
mastery of the 4.1.9 Integrates content of
subject. subject area with other
disciplines.
 4.2
Communicates
clear learning goals 4.2.1 Sets appropriate
learning goals
for the lessons that 4.2.2 Understands the
are appropriate for learning goals
learners.
 4.3
4.3.1 Establishes routines
Makes good use of an procedures to
alloted maximize instructional
time.
instructional time.
 4.4.1 Translates learning
4.4 competencies to instructional
Selects teaching objectives.
methods,learning 4.4.2 Selects,prepares and
utilizes instructional
activities and materials appropriates to
instructional materials or the learners and to the
resources appropriate to learning materials.
learner to the objectives 4.4.3 Provides activities
and uses materials which
of the lesson. fit the learners' learning
styles, goals and culture.
 4.4 4.4.4 Uses a variety of teaching
Selects teaching approaches and techniques
methods,learning appropriate to the subject
matter and the learners.
activities and 4.4.5 Utilizes information
instructional materials or derived from assessment to
improve teaching and learning.
resources appropriate to 4.4.6 Provides activities and
learner to the objectives uses materials which involves
students in meaningful
of the lesson. learning.
4.5 Teacher recognizes
4.5.1 Design and utilizes
general learning teaching methods taht
processes as well as take into account the
unique processes of learning process.
individual.
4.6 4.6.1 Cultivates good
study habits through
Teacher promotes
appropriate activities and
purposive study. projects.
4.7 Teacher demonstrates
skills in the use of 4.7.1 Utilizes Information
Information and and Communication
Communication Technology to enhance
Technology in teaching teaching and learning.
and learning.
This domain 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 learner's actual
achievement and behavior.
 5.1
5.1.1 Shows proofs of
Communicates instructional planning
promptly and clearly 5.1.2 Implements
to learners,parents instruction as plan
and superiors about 5.1.3 Demonstrates
ability to cope with
the progress of varied teaching milieu
learners.
 5.2.1 Prepares formative and
5.2 summative tests in the line with the
curriculum.
Develops and uses a 5.2.2 Employs non-traditional
assesstment techniques
variety of appropriate (portfolio,journals, rubics. etc)
5.2.3 Interprets and uses
assessment assessment results to improve
teaching and learning.
strategies to monitor 5.2.4 Identifies teaching-learning
difficulties and possible causes and
and evaluate learning. takes appropriate action to address
them.
5.2.5 Uses tools for assessing
authentic learning.
 5.3.1 Provides timely and
5.3 accurate feedback to learners to
encourage them to reflect on
Monitors regularly and monitor their own learning
growth.
and provides 5.3.2 Keeps accurate records of
grades/performances levels of
feedback on learners learners.
5.3.3 Conducts regular meetings
understanding of with learners and parents to
report learners progress.
content. 5.3.4 Involves parents to
participate in school activities
that promote learning.
This domain 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 on teacher's efforts
directed at strengthening the
links between schools and
communities,particularly as
these links help in the
attainment of the curricular
goals
 6.1.1 Involves community in sharing
6.1 accountability for the learners'
achievement
Establishes learning 6.1.2 Uses community resources
(human,material) to support learning.
environments that 6.1.3 Uses the community as
laboratory for learning.
respond to the 6.1.4 Participates in community
activities that promote learning.
aspirations of the 6.1.5 Uses community networks to
publize school events and
community. achievements
6.1.6 Encourages students to apply
classroom learning to the
community.
This domain
emphasizes the ideal
that teachers value
having a high personal
regard for the teaching
profession, concern for
professional
development and
continousimprovement
as teachers.
 7.1.1 Maintains stature and behavior
that upholds the dignity of teaching.
7.1 7.1.2 Allocates time for personal and
professional development through.
Takes pride in the -Participation in educational
seminars and workshops
nobility of teaching -Reading educational materials
regularly
as a profession. -Engaging in educational research
7.1.3 Manifest personal qualities
such as enthusiasm.
7.1.4 Articulates and demonstrates
one's personal philosophy of
teaching.
 7.2.1 Keeps with
7.2 recents developments
Builds professional in education
links with colleagues 7.2.2 Links with other
to enrich teaching institutions,
organizations for
practice. sharing best practices.
 7.3.1 Reflects on the quality of
7.3 his/he own teaching.
7.3.2 Improves teaching
Reflects on the performances based on feedback
from students,peers and superiors
extend of the and cooperating teachers.
7.3.3 Accepts personal
attainment of accountability to learners
achievement and performance.
professional 7.3.4 Uses self-evaluation to
recognizes and enhance one'e
development goals. strengths and correct one's
weakness