Professional Documents
Culture Documents
NCBTS
NCBTS
NCBTS
Retirement Entry to
Teacher
Education CHED-TEI/DepEd-Schools
DepEd/CHED/TEI
Pre-service
In-Service
Education and Teacher
NATIONAL
Professional Education
COMPETENCY
Development BEEd/BSed/
BASED
PGCEd
TEACHER
STANDARDS
DepEd
PRC
Teacher Teacher
Induction DepEd* and CSC Licensure
Teacher Human
Resource Planning,
Recruitment,
Selection,
Deployment and
Recognition System
The NCBTS is an integrated theoretical
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
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.
Anyone who is interested in improving
teaching practices should refer to the NCBTS.
PRC
DOMAIN 4: CURRICULUM
Domain 2
Domain 7
Statement The Learning Environment
Personal Growth and
of • Creates an environment that promotes
Professional Development
Principle fairness
• Takes pride in the nobility of Teachers in all • Makes the physical environment safe
teaching as a profession Philippine schools are and conducive to learning
• Builds professional links with committed and accountable • Communicates higher learning
colleagues to enrich teaching for providing classroom expectations to each learner
practice
instruction with results that • Establishes and maintains consistent
• Reflects on the extent of the are manifested in high standards of learners behavior
attainment of learning goals performance levels in terms
of student learning outcomes.
Teachers are dedicated to the Domain 3
Domain 6 well-being of the students and Diversity of Learners
communities they serve, • Is familiar with learner’s background
Community Linkages taking into account their knowledge and experiences
• Establishes learning environments cultural diversity, group
• Demonstrates concern for holistic
that respond to the aspirations of aspirations and what development of learners
the community is valued in
education.
Domain 4
Domain 5
Curriculum
Planning Assessing and Reporting • Demonstrates mastery of the subject
• Communicates promptly and clearly to learners, parents, • Communicates clear learning goals for the lessons that
and superiors about the progress of learners are appropriate for learners
• Develops and uses a variety of appropriates assessment • Makes good use of allotted instructional time
strategies to monitor and evaluate learning
• Selects teaching methods, learning activities, and
• Monitors regularly and provides feedback on learners’ instructional materials or resources appropriate to
understanding of content learners and aligned to the objectives of the lesson
CMO NO. 30, SERIES 2004
Article IV
COMPENTENCY STANDARDS
Graduates of the BEEd and BSEd programs are
teachers who:
Methods and
Strategies Courses
I wish I could persuade every teacher to be
proud of his occupation – not conceited or pompous,
but proud. People who introduce themselves with the
shame remark that they are, “Just Teachers”, gives
me despair in my heart. Did you ever hear a lawyer
say depreciatingly that he was only a patent
attorney? Did you ever hear a physician say “I am
just a brain surgeon?” I beg of you to stop
apologizing for being a member of the most
important profession in the world. Draw yourself upto
full height, look at anybody squarely in the eye and
say, “I am a Teacher.”
- William Garr