National Competency Based

Teacher Standards

Milagros Lim - Borabo, PhD

TEACHER EDUCATION
DEVELOPMENT PLAN
(TEDP)

DEPARTMENT OF EDUCATION
BASIC EDUCATION SECTOR
REFORM AGENDA (BESRA)
 Teacher Development Map
CHED/TEIs

Retirement Entry to
Teacher
Education
DepEd/CHED/TEIs CHED/TEIs/Schools

In-Service Training
And Continuing Pre-Service
Professional National Training
Development/ Competency
Based Teacher
Standards
DepEd PRC

Teacher Teacher
Induction Licensure
DepEd / CSC/ HEIs
Teacher Human Resource Planning,
Recruitment, Selection, Deployment, and
Recognition System
 TEDP

DepEd’s articulation of a new paradigm
for quality teaching

A common framework for
understanding teaching quality

Policy initiatives to reform the teaching
system and to improve teaching quality
 DOMAIN 1: SOCIAL REGARD FOR
LEARNING
DOMAIN 2: THE LEARNING
ENVIRONMENT

DOMAIN 3: THE DIVERSITY OF

LEARNERS

DOMAIN 4: CURRICULUM

DOMAIN 5: PLANNING, ASSESSING &

REPORTING

DOMAIN 6: COMMUNITY LINKAGES

DOMAIN 7: PERSONAL &

PROFESSIONAL GROWTH
 The Old and New Paradigms
The Old Paradigm The NCBTS Paradigm

Teacher knowledge is
Teacher knowledge is
technical knowledge essentially complex
applicable to all and problematic;
learners and contexts. applicability varies
across learners and
contexts.
 The Old and New Paradigms
The Old Paradigm The NCBTS Paradigm

Teaching involves
Teaching involves
consistent reflective and
application of flexible application
technical knowledge. of technical
knowledge in ways
that best bring
about student
learning.
 The Old and New Paradigms
The Old Paradigm The NCBTS Paradigm

Effective application
Effective teaching is
of teacher determined within
knowledge the limits and
dependent on opportunities found
prerequisite inputs in the learning
in teaching environment.
environment.
 The Old and New Paradigms
The Old Paradigm The NCBTS Paradigm

The teacher is a
The teacher is a
subordinate of the professional who is
formal educational empowered to make
bureaucracy who is important decisions
monitored for in the educational
compliance with process and is
directives from accountable for their
higher authorities. students’ attainment
of learning goals.
 The Old and New Paradigms
The Old Paradigm The NCBTS Paradigm

Teacher
Teacher development is

development is transformational,
informational; it experiential & contextual;
involves providing it involves engaging
new and updated teachers to critically
technical knowledge reflect on old and new
for teachers. technical knowledge as
these facilitate student
learning in actual
contexts.
 The Old and New Paradigms
The Old Paradigm The NCBTS Paradigm

Teachers are
Teachers are active
passive recipients of and reflective
new technical processors and
knowledge in the constructors of
teacher teacher knowledge,
development who are responsible
process. for their own
development as
teachers.
 Proposed Reforms

The articulation of a singular competency-
based framework for teaching and teacher
development that would guide all policies,
reforms, and activities related to teaching
and teacher development, and which shall
be called the National Competency Based
Teacher Standards (NCBTS).
 NCBTS

NCBTS is not new, it draws from many

existing positive expressions of good
teaching found in Philippine experiences.

Good teaching is defined in terms of
actual competencies associated with
features of teaching in high-learning
classroom activities.

The qualities of good teaching are unified
under a the teaching paradigm.
 NCBTS

The NCBTS is the proposed common

framework for all teaching and teacher
development programs in the Philippine
formal education sector.

The NCBTS defines seven domains within
which teachers can develop professionally.

Under each domain, specific strands and
indicators are defined.
 NCBTS
The domains can be classified into 2 broad
categories, the first category can further be
divided into two sub-categories:

Domains that relate to the teacher as
facilitator of learning (Domains 2 to 6)

Domains on the knowledge and skills for
facilitating learning (Domains 3-5)

Domains on linking the knowledge and skills to
context (Domains 2 & 6)

Domains that relate to the teacher as a
learner (Domains 1 & 7)
Domains

Definitions and Key Questions

 Domain 1:
Social Regard for Learning

Key Question for the Teacher:

“Can my students appreciate and
model the value of learning
through my interactions with
them?”
 Domain 1:
Social Regard for Learning
Explanation:
The domain of Social Regard for Learning
focuses on the ideal that teachers serve as
positive & powerful role models of the values
of the pursuit of learning & of the effort to
learn, & that the teachers actions, statements,
& different types of social interactions with
students exemplify this ideal.
 Domain 2:
Learning Environment
Key Question for the Teacher:
“Do I create a physical and social
environment in class that allows
my students to attain maximum
learning?”
 Domain 2:
Learning Environment
Explanation:
The domain of Learning Environment focuses
on importance of providing for a social and
physical environment 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.
 Domain 3:
Diversity of Learners
Key Question for the Teacher:
“Can I help my students learn
whatever their capabilities,
learning styles, cultural heritage,
socio-economic backgrounds, and
other differences are?”
 Domain 3:
Diversity of Learners
Explanation:
The domain of Diversity of Learners
emphasizes the ideal that teachers can
facilitate the learning process in diverse
types of learners, by first recognizing and
respecting individual differences, then using
knowledge about students’ differences to
design diverse sets of learning activities to
ensure that all students can attain
appropriate learning goals.
Domain 4: Curriculum
Key Question for the Teacher:
“Can my students understand and
attain the goals of the curriculum
through the various learning
resources and activities I
prepared?”
 Domain 4: Curriculum

Explanation:
The domain of Curriculum refers to all
elements of the teaching-learning process
that work in convergence to help students
attain high standards of learning and
understanding of the curricular goals and
objectives. These elements include the
teacher’s knowledge of subject matter,
teaching-learning approaches and activities,
instructional materials and learning resources.
 Domain 5: Planning, Assessing
& Reporting
Key Question for the Teacher:
“Do I assess my students’ learning
and knowledge using appropriate
educational assessment procedures,
and do I use the information from
these assessment procedures in
planning my teaching-learning
activities for the students?”
 Domain 5: Planning, Assessing
and Reporting
Explanation:
The domain of Planning, Assessing & Reporting
refers to the aligned use of assessment and
planning activities to ensure that the teaching-
learning activities are maximally appropriate to
the students’ current knowledge and learning
levels. In particular, the domain focuses on the
use of assessment data to plan & revise teaching-
learning plans, as well as the integration of
formative assessment procedures in the plan and
implementation of teaching-learning activities.
Domain 6:
Community Linkages
Key Question for the Teacher:
“Are the goals and characteristics
of the teaching-learning activities I
implement relevant to the
experiences, values and
aspirations in my students’
communities?”
 Domain 6: Community Linkages

Explanation:
The domain of Community Linkages focuses
on the ideal that school activities are
meaningfully linked to the experiences and
aspirations of the students in their homes and
communities. Thus the domain focuses on
teachers’ efforts directed at strengthening the
links between school and community
activities, particularly as these links help in the
attainment of the curricular objectives.
 Domain 7: Personal Growth
and Professional Development
Key Question for the Teacher:
“Do my actions and statements
indicate a high regard for the
teaching profession and for my
continuous development as a
professional teacher?”
 Domain 7: Personal Growth
and Professional Development
Explanation:
The domain of Personal Growth and
Professional Development emphasizes the
ideal that teachers value having a high
personal regard, concern for professional
development, and continuous
improvement as teachers.
 NCBTS Domain
1. Social Regard for Learning
Strand 1.1 Teacher’s Actions
demonstrative value for learning

Indicator 1.1.1 Implements school
policies and procedures

Know school policies and procedures

Understand school operations

Inform students, parents and other
concerned persons regarding school
policies and procedures

Abide by school policies and procedures

Indicator 1.1.2 Demonstrates
Punctuality

Possess awareness on the implementation

of “time on task” in all responsibilities

Demonstrate punctuality in accomplishing
expected tasks and functions

Model the value of punctuality or being on
time

Indicator 1.1.3 Maintains appropriate
appearance

Know appropriate appearance and

decorum of teachers

Maintain appropriate appearance and
decorum on all occasions

Value appropriate appearance and
decorum expected of teachers

Indicator 1.1.4 is careful about the effect of
one’s behavior on students

Know the concepts and principles of social

learning

Show appropriate behavior as example to my
students

Apply knowledge on social learning in dealing with
students

Consider the influence my behavior has on
students
Strand 1.2 Teacher demonstrates
that learning is of different kinds and
comes from different sources

Indicator 1.2.1 Makes use of various

learning experiences and resources

Know a range of sources through which

social learning may be experienced

Use information from a variety of sources
for learning

Appreciate that students learn from
different social experiences
 NCBTS Domain
2. Learning Environment
Strand 2.1 Teacher creates an
environment that promotes fairness

Indicator 2.1.1 Maintains a learning
environment of courtesy and respect for
different learners

Understand the dynamics of teaching learners

from diverse backgrounds

Maintain a learning environment that promotes
courtesy and respect for all learners regardless of
their culture, family background and gender

Show courtesy and respect to everyone at all
times

Indicator 2.1.2 Provides gender-fair
opportunities for learning

Understand the objectives, principles and

strategies for Gender and Development

Provide gender-fair learning opportunities

Uphold gender sensitivity in my daily
dealings with my learners

Indicator 2.1.3 Recognizes that every learner
has strengths

Understand the physical, psychological and social

foundations of learners’ growth and development

Know about potentialities and uniqueness of
individual learners

Provide learning activities that allow all learners to
reach their full potential

Recognizes learner’s individual potentials and
strengths
Strand 2.2 teacher makes the
classroom environment safe and
conductive to learning

Indicator 2.2.1 Maintains a safe and
orderly classroom free from distractions

Know the principles of classroom

management, room structuring, and safety
measures

Maintain a safe, clean and orderly
classroom free from distractions

Show concern for classrooms which is safe
and conducive for learning

Indicator 2.2.2 Arranges challenging activities
in a given physical environment

Know various challenging activities that can be

adapted in any given physical environment

Conduct challenging learning activities despite
difficult physical environment

Show enthusiasm to conduct varied learning
activities at any given situation

Indicator 2.2.3 Uses individual and
cooperative learning activities to improve
capacities of learners for higher learning

Understand the importance and the process of

both individual and cooperative learning

Know varied strategies for individual and
cooperative learning

Balance the use of individual and cooperative
learning activities

See the value in facilitating for individual and
cooperative learning activities
Strand 2.3 Teacher communicates
higher learning expectations to each
learner

Indicator 2.3.1 Encourages learners to ask
questions

Know the art of questioning and different

techniques of asking and responding to higher
order questions

Provide opportunities for learners to ask and
answer questions

Ask questions that stimulate critical, creative and
higher level thinking among learners

Show an accepting / challenging response /
gesture in dealing with questions of learners

Indicator 2.3.2 Provides learners with a
variety of learning experiences

Know various strategies that raise

students’ level of learning

Engage learners with variety of
experiences that enhance learning

Willingly select and facilitate challenging
learning activites

Indicator 2.3.3 Provides varied enrichment
activities to nurture the desire for further
learning

Understand how enrichment activities enhance the

learners desire to learn

Know ways of motivating the learners to learn
further and more effectively facilitate varied
enrichment activities that are interesting to
improve further learning

Show interest and diligence in making enrichment
materials

Indicator 2.3.4 Communicates and
maintains high standards of learning
performance

Know ways of achieving high standards of

learning for total human development

Help learners maintain high standards of
learning

Inspire learners to values and set high
performance target for themselves
Strand 2.4 Teacher establishes and
maintains consistent standards of
learner’s behavior

Indicator 2.4.1 Handles behavior problems quickly
and with due respect to children’s rights

Understands the rights and responsibilities of the child as

embodied in different laws such as RA 7610 – Child Labor
Program, and PD 603 – Philippine Child and Youth Welfare
Code 1974

Know behavior management techniques for learners with
behavioral problems

Identify learners with behavioral problems

Use appropriate procedures and actions consistently when
dealing with learners with behavioral problems

Show comparison and caring attitude towards learners in
managing behavior problems

Indicator 2.4.2 Gives timely feedback to
reinforce appropriate learner’s behavior

Know the concept, importance, and

techniques of social reinforcement

Provide timely and appropriate
reinforcement on learner’s behavior

Respond that positive reinforcement leads
to improved learner behavior

Indicator 2.4.3 guides individual learners to
the development of appropriate moral, social
and learning behavior

Understand the learners’ moral and social

development stages

Know different strategies that enhance learners’
moral and social development

Use varied teaching-learning strategies that
encourage development in social interaction

Show patience in managing different social and
learning activities

Indicator 2.4.4 Communicates and enforces
school policies and procedures for
appropriate learner behavior

Know DepED/School policies and procedures on

student discipline

Explain to students policies on discipline and
procedures related to student’s behavior

Adhere to enforce school policies and procedures
on student discipline
Strand 2.5 Teacher creates a healthy
psychological climate for learning

Indicator 2.5.1 Encourages free

expression of ideas from students

Know the concepts and principles of

democratic expression of ideas

Provide activities that will encourage
respect and free expression of ideas

Encourage learners to express their ideas
freely and responsibly

Indicator 2.5.2 Creates a stress-free
environment

Know the elements and importance of establishing

a stress-free learning environment

Manage conflicts and other stressful situations

Initiate and participate in programs and activities
that promote stress-free environment

Get involve in advocacy activities that contribute
to a stress-free learning environment

Indicator 2.5.3 Takes measures to minimize
anxiety and fear or the teacher and/or the
subject

Know about child-friendly teaching strategies that

minimize anxiety and fear among learners

Encourage learners to develop a positive attitude
towards their subject and teacher

Make my students feel they are accepted and
cared for
 NCBTS Domain
3. Diversity of Learners
Strand 3.1 Teacher determines,
understands, and accepts the learners’
diverse knowledge and experience

Indicator 3.1.1 Obtains information on the

learning styles, multiple intelligences and
needs of learners

Understand the theories and concepts of multiple

intelligences and learning styles

Identify learning styles and multiple intelligences
of learners

Show interest and diligence in obtaining
information on differentiated learning strengths
and needs

Indicator 3.2.1 Designs or selects learning
experiences suited to different kind of
learners

Know techniques and strategies in

designing/selecting activities for varied types of
learners

Utilize varied designs of activities for the different
types of learners

Show respect and concern for individuals
differences in the designated selection of learning
experiences

Indicator 3.1.3 Establishes goals that define
appropriate expectations for all learners

Understand the requirements in setting goals for

different kinds of learning

Use varied activities to meet expected learning
goals of learners

Assist learners in setting learning goals
appropriate for themselves

Appreciate the need to consider individual
differences in experiences and capabilities of
learners in setting learning goals

Indicator 3.1.4 Paces lessons appropriate to
needs and difficulties of learners

Know teaching principles and strategies that

address learners’ needs and difficulties

Move from one part of the lesson to the next
according to learners’ needs and difficulties

Show flexibilities in moving from one part of the
lesson to the next in order support the needs of
the learners

Indicator 3.1.5 Initiates other learning
approaches for learners whose needs have
not been met by usual approaches

Have the knowledge about teaching principles and

strategies for students-at-risk

Keep track of students-at-risk in my class

Provide appropriate intervention activities for
learners-at-risk in my class

Appreciate and value the need to help students-
at-risk

Indicator 3.1.6 Recognizes multi-cultural
background of learners when providing
learning opportunities

Know the cultural background of my students and

its implications to teaching-learning

Provide appropriate learning activities for students
coming from different cultural background

Show interest and appreciation for cultural
diversities of learners

Indicator 3.1.7 Adopts strategies to
address needs of differently-abled
students

Know the educational psychology of

learners with special strengths and need

Use appropriate teaching-learning
strategies for learners with special needs

Show sensitivity and compassion to
learners with special strengths and needs

Indicator 3.1.8 Makes appropriate
adjustments for learners of different socio-
economic backgrounds

Understands the effects of socio-economic status

of learners on their learning performance

Consider the different socio-economic background
of learners in adjustment of my teaching

Use techniques to motivate learners of the lower
socio-economic status

Show fairness and consideration to all learners
regardless of their socio-economic status
NCBTS Domain
4. Curriculum
Strand 4.1 Teacher demonstrates
mastery of the subject

Indicator 4.1.1 Delivers accurate and updated
content knowledge using appropriate
methodologies, approaches and strategies

Have updated knowledge in content and teaching

strategies in my subject area

Apply the updated content and appropriate
strategies in my teaching

Commit to use accurate and updated content
knowledge in my teaching

Indicator 4.1.2 Integrates language, literacy
and quantitative skill development and values
in the subject area

Have knowledge about multi-disciplinary

integrative modes and techniques of teaching

Use multi-disciplinary integrative modes and
techniques of teaching my subject area

Support the integration of language, literacy, skill
development and values in the school and
community activities

Indicator 4.1.3 Explains learning goals,
instructional procedures and content clearly
and accurately to students

Possess in-depth understanding of the subject

area’s learning goals, instructional procedures and
content based on the current curriculum

Explain clearly and accurately the learning goals,
concept and process to my learners

Give sufficient time to explain the lessons for clear
understanding of my learners

Indicator 4.1.4 Links the current
content with past and future lessons

Understand interrelationship of
topics/contents within the subject area I
teach

Link the present subject matter content
with past and future lessons

Value the need to relate prior knowledge of
learners with the present and future
lessons

Indicator 4.1.5 Align with lesson objectives
the teaching methods, learning activities, and
instructional materials or resource
appropriate to learners

Have the knowledge in designing lessons with

congruent objectives, teaching methods, learning
activities and materials

Teach lessons that have congruent objectives,
procedure, materials, and evaluation

Appreciate the value of aligning objectives with all
the parts of a lesson

Indicator 4.1.6 Creates situations that
encourage learners to use high order thinking
skills

Understand the concept of critical, higher order

thinking and the facets of understanding

Engage learners in activities that develop higher
order thinking skills

Patiently motivate and encourage learners to
develop higher order thinking skills

Indicator 4.1.7 Engages and sustains
learners’ interest in the subject making
content meaningful and relevant to them

Know strategies and materials to teach content

meaningfully and promote authentic learning

Apply various appropriate strategies or technology
to motivate and sustain learning

Believe in relating classroom learning to real world
experiences

Indicator 4.1.8 Integrates relevant
scholarly works and ideas to enrich the
lesson as needed

Update myself with relevant scholarly

works and ideas

Integrate scholarly works and ideas to
enrich the lesson for the learners

Show enthusiasm and openness to teach
new learning

Indicator 4.1.9 Integrates content of
subject area with other disciplines

Know about other disciplines related to the

subject I am teaching

Integrate contents of my subject area with
other disciplines

Appreciate integrative interdisciplinary
mode of teaching
Strand 4.2 Teacher communicates
clear learning goals for the lessons
that are appropriate for learners

Indicator 4.2.1 Sets appropriate
learning goals

Know the learning goals/objectives vis-a-

vis specific subject content of the level I
am teaching

Set do-able and appropriate daily learning
goals/objectives for the learners

Reflectively choose appropriate learning
goals/objectives

Indicator 4.2.2 Understand the learning
goals

Understand the connection of the short-

term goals/objectives to the long-term
goals of learning

Practice connecting short-term goals to
long-term goals for learning

Value the importance of learning goals set
in the curriculum
Strand 4.3 Teacher makes good
use of allotted instructional time

Indicator 4.3.1 Establishes routines and
procedures to maximize instructional
time

Understand the principles and procedure of

maximizing instructional time

Apply techniques of “time on task” in
planning and delivering lessons

Observe strict observance in the use of my
time in teaching

Indicator 4.3.2 Plans lessons to fit
within available instructional time

Know the principles and techniques of

lesson planning taking into consideration
the allotted instructional time

Design parts of the lesson within the
allotted instructional time

Show efficiency in the use of time to
effectively attain learning goals/objectives
Strand 4.4 Teacher select teaching methods,
learning activities and the instructional materials or
resources appropriate to the learners and aligned to
objectives of the lesson

Indicator 4.4.1 Translates learning

competencies to instructional objectives

Know the learning competencies in the students’

learning areas in order to formulate appropriate
instruction objectives

Translate learning competencies into instructional
objectives

Show a reflective attitude in translating learning
competencies to instructional objectives

Indicator 4.4.2 Selects, prepares, and utilizes
technology and other instructional materials
appropriate to the learners and the learning
objectives

Know various technology and instructional materials

appropriate to my learning area

Select and utilize updated and appropriate
technology/instructional materials

Use appropriate technology resources to achieve curriculum
standards and objectives

Prepare adequate and appropriate instructional materials to
support the learning objectives of the learners

Manifest resourcefulness in preparing instructional materials

Indicator 4.4.3 Provides activities and uses
materials which fit the learners’ learning
styles, goals and culture

Know the principles of instructional material

preparation for different types of learners

Use relevant activities and materials suited to the
learning styles, goals and culture of the learners

Values the need to provide activities and use
materials appropriate to the learners

Indicator 4.4.4 Uses a variety of teaching
approaches and techniques appropriate to
the subject matter and the learners

Understand the theories, approaches and

strategies in teaching the subject area

Use variety of teaching strategies and techniques
appropriate to the learners and subject matter

Show enthusiasm in using varied innovative and
appropriate teaching techniques

Indicator 4.4.5 Utilizes information
derived from assessment to improve
teaching and learning

Understand the proper use of assessment

results to improve teaching and learning

Use assessment results in setting learning
objectives for specific learning activities

Appreciate the value of assessment in
improving teaching and learning

Indicator 4.4.6 Provides activities and uses
materials which involve student in meaningful
learning

Know various educational theories and their

implication to meaningful learning

Apply relevant teaching approaches that involve
the students to achieve meaningful learning

Use improvised, local indigenous materials for
meaningful learning

Appreciate teaching approaches and use materials
which would result to meaningful learning
Strand 4.5 Teacher recognizes general
learning processes as well as unique
processes of individual learners

Indicator 4.5.1 Designs and utilizes teaching

methods that take into account the learning
process

Know different teaching methods, approaches and

strategies suitable to various learners

Have knowledge about general and specific
learning processes

Apply teaching-learning methodologies that
respond to general and specific learning processes

Recognize the need to design teaching methods
that match with the learning process
Strand 4.7 Teacher demonstrates skills in the
use of Information and Communication
Technology in teaching and learning

Indicator 4.7.1 Utilizes Information and

Communication Technology to enhance
teaching and learning

Know the nature and operations of ICT systems as

they apply to teaching and learning

Understand how ICT-based instructional
materials/learning resources support teaching and
learning

Understand the process in planning and managing
ICT-assisted instruction

Design, develop new or modify existing digital
and/or non-digital learning resources

Use of ICT resources for planning and designing
teaching-learning activities

Use of ICT tools to process assessment and
evaluation data and report results

Demonstrate proficiency in the use of computers
to support teaching and learning

Use of ICT tools and resources to improve
efficiency and professional practice

Value and practice social responsibility, ethical,
and legal use of ICT tools and resources

Show positive attitude towards the use of ICT in
keeping records of learners
 NCBTS Domain
5. Planning, Assessing, and
Reporting
Strand 5.1Teacher develops and
utilizes creative and appropriate
instructional plan

Indicator 5.1.1 Show proofs of instructional
planning

Know the elements and process of developing and

instructional plan

Arrange sequentially the learning units with
reasonable time allotment

Identify appropriate learning objectives,
strategies, and accompanying materials in the
plan

Identify appropriate and varied assessment
procedures

Show enthusiasm in sourcing materials as guides
for instructional planning

Indicator 5.1.2 Implements instructional
plan

Know the factors for successful

implementation of the instructional plan

Adjust the instructional plan to ensure
attainment of objectives

Appreciate the value of instructional
planning

Indicator 5.1.3 Demonstrates ability to
cope with varied teaching milieu

Know the different teaching-learning

situations that could affect the
implementation of the instructional plans

Cope with varied situations and conditions
in teaching

Manifest openness to make necessary
adjustments to improve the instructional
plan appropriate for the teaching condition
Strand 5.2 Teaching develops and uses a
variety of appropriate assessment strategies to
monitor and evaluate learning

Indicator 5.2.1 Prepares formative and

summative test in line with the curriculum

Know the principles and purposes of instructional

assessment including formative and summative
testing

Construct valid and reliable formative and
summative tests

Appreciate the value of testing as a tool to
improve instruction and learning performance

Indicator 5.2.2 Employs non-traditional
assessment techniques

Know the concepts, principles and

strategies of non-traditional assessment

Use appropriate non-traditional assessment
techniques

Value the use of non-traditional
assessment

Indicator 5.2.3 Interprets and uses
assessment results to improve teaching
and learning

Know concepts, principles on interpretation

and utilization of assessment results

Interpret and use test results to improve
teaching and learning

Manifest fairness in the interpretation of
test results

Indicator 5.2.4 Identifies teaching – learning
difficulties and possible causes and takes
appropriate action to address them

Know the concept and principle of diagnostic

testing

Know the types of remedial activities for slow
learners

Identify teaching-learning difficulties and possible
causes

Manage remediation activities

Manifest willingness and patience in conducting
remediation activities

Indicator 5.2.5 Uses tools for assessing
authentic learning

Know the concepts and principles in the

use of the tools for assessment of
authentic learning

Utilize appropriate tools for assessing
authentic learning

Enthusiastically develop and use tools for
assessing authentic learning
Strand 5.3 Teacher regularly monitors
and provides feedback on learners’
understanding of content

Indicator 5.3.1 Provides timely and accurate

feedback to learners to encourage them to
reflect on and monitor their own learning
growth

Know the principles of giving and receiving

feedback on learners’ progress

Use strategies for giving feedback/reporting
progress of individual learner

Motivate learners’ to reflect and monitor their
learning growth

Consistently provide timely and accurate feedback

Indicator 5.3.2 Keeps accurate records
of grades/performance levels of
learners

Know the current guidelines about grading

system

Maintain accurate and updated learners’
records
Strand 5.4 Teacher communicates
promptly and clearly to learners, parents,
and superiors the learner’s progress

Indicator 5.4.1 Conducts regular meetings

with learners and parents to report learners’
progress

Know the importance of communicating learners’

progress to students, parents, and other
stakeholders

Hold regular meetings to report learners’ progress
to students and parents

Manifest accountability and responsibility in
communicating the learners’ progress to intended
stakeholders

Indicator 5.4.2 Involves parents to participate
in school activities that promote learning

Understand the role and responsibilities of parents

in supporting school programs to enhance
children’s learning process

Involve parents to participate in school activities
that promote their children’s learning process

Establish rapport and a cooperative working
relationship with parents to support learning
 NCBTS Domain
6. Community Linkages
Strand 6.1 Teacher establishes learning
an environment that responds to the
aspirations of the community

Indicator 6.1.1 Involves community in

sharing accountability for learners’
achievement

Know the programs, projects, and thrusts

of DepEd on school-community partnership

Involve the community in the programs,
projects and thrusts of the school

Promote shared accountability for the
learners achievement

Indicator 6.1.2 Uses community
resources to support learning

Know the various community resources

available to enhance learning

Use available community resources to
support learning

Recognize community resources to support
learning

Indicator 6.1.3 Uses community as a
laboratory for learning

Know the community resources and

strategies for experiential learning

Make use of the community as a laboratory
for learning

Appreciate the whole community as a
learning environment

Indicator 6.1.4 Participates in
community activities that promote
learning

Know my social responsibilities in the

community

Get involve in community work

Show enthusiasm in joining community
activities

Indicator 6.1.5 Uses community networks to
publicize school events and achievements

Know the community networks and disseminate

information

Use community network to communicate the
school events and achievements

Take interest to share information on school
events and achievements to the community

Indicator 6.1.6 Encourages students to
apply classroom learning to the
community

Know the social realities in the community

to make learning relevant

Provide activities that ensure application of
learning to home and communities

Show concern about needs of communities
by encouraging application of learning
 NCBTS Domain
7. Personal Growth and
Proffesional
Strand 7.1 Teacher takes pride in the
nobility of teaching as a profession

Indicator 7.1.1 Maintains stature and
behavior that upholds the dignity of teaching

Know the set of ethical and moral principles,

standards and values embodied in the Code of
Ethics for Professional Teachers

Abide by the practice the Code of Ethics for
Professional Teachers

Manifest the values that uphold the dignity of
teaching

Indicator 7.1.2 Allocates time for personal
and professional development through
participation in educational seminars and
workshops, reading educational materials
regularly and engaging in educational
research

Know the requirements/expectations for personal

and professional development of teachers

Prepare and implement my Individual Personal
and Professional Development Plan (IPDP)

Manifest enthusiasm in undertaking educational
research

Indicator 7.1.3 Manifests personal qualities
like enthusiasm, flexibility, and a caring
attitude

Know the value of personal qualities such as

enthusiasm, flexibility and a caring attitude and
the strategies to enhance them

Engage in self-assessment to develop my personal
qualities

Exhibit personal qualities such as enthusiasm,
flexibility and a caring attitude among others

Indicator 7.1.4 Articulates and
demonstrates one’s personal philosophy
of teaching

Understand the value of having a personal

philosophy of teaching

Translate my philosophy of teaching into
action

Share my personal philosophy of teaching
with my peers
Strand 7.2 Teacher builds
professional links with colleagues to
enrich teaching practice

Indicator 7.2.1 Keeps abreast with

recent developments in education

Update myself with recent developments in

education

Apply updated knowledge to enrich my
teaching practice

Manifest openness to recent developments
in education

Indicator 7.2.2 Links with other institutions
and organizations for sharing best practices

Know the institutions and organizations with a

goal to improve teaching practice

Link with other institutions and organizations that
are helpful to the teaching profession

Get involved in professional organizations and
other agencies that improve teaching practice
Strand 7.3 Teacher reflects on the
extent of the attainment of
professional development goals

Indicator 7.3.1 Reflects on the quality

of his/her own teaching

Know the techniques and benefits derived

from theory-guided introspection

Make a self assessment of my teaching
competencies

Desire to improve the quality of my
teaching

Indicator 7.3.2 Improves teaching
performance based on feedback from the
mentor, students peers, superiors and others

Know the purposes and approaches in establishing

an effective feedback system

Actively seek feedback from a range of people to
improve my teaching performance

Manifest positive attitude towards constructive
comments, suggestions, and recommendations

Indicator 7.3.3 Accepts personal
accountability to learners’ achievement and
performance

Know my accountability and responsibilities

toward students’ learning performance

Examine myself vis-à-vis my accountability for the
learners and to the teaching profession

Accept my personal accountability to the learners

Indicator 7.3.4 Uses self-evaluation to
recognize and enhance one’s strength
and corrects one’s weaknesses

Know the concept and strategies for self-

evaluation

Identify my strengths and weaknesses as a
person and as a teacher

Manifest determination to become a better
person and teacher