Ncbts form. Philippine Professional Standards for Teachers (PPST) 2022-10-29
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The National Competency-Based Teacher Standards (NCBTS) is a set of standards that defines the competencies that teachers in the Philippines should possess. It was developed by the Department of Education (DepEd) in collaboration with various stakeholders, including teachers, school administrators, and education experts.
The NCBTS consists of seven domains, each of which represents a specific area of teaching competency. These domains are: Planning and Preparation, Classroom Environment, Instruction, Professionalism, Assessment, Communication, and Reflective Practice.
The Planning and Preparation domain includes competencies related to the planning and organization of lessons, the selection of teaching materials, and the development of teaching strategies. The Classroom Environment domain covers competencies related to creating a positive and supportive learning environment, managing classroom behavior, and promoting a culture of respect and collaboration.
The Instruction domain covers competencies related to the delivery of lessons, including the use of various teaching methods and the integration of technology in the classroom. The Professionalism domain includes competencies related to ethical conduct, professional development, and the maintenance of professional relationships.
The Assessment domain covers competencies related to the evaluation of student learning, including the use of various assessment tools and the interpretation of assessment results. The Communication domain includes competencies related to effective communication with students, parents, and colleagues.
Finally, the Reflective Practice domain covers competencies related to continuous learning and improvement, including the ability to reflect on one's own teaching practices and make adjustments as needed.
Overall, the NCBTS serves as a guide for teachers in the Philippines to ensure that they are competent and effective in their roles. It helps teachers to continually improve their practice and better meet the needs of their students.
(PDF) Philippine Professional Standards for Teachers
Hence, enhancing teacher quality becomes of utmost importance for long term and sustainable nation building. Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching practice. It introduces you to DepEd values as it translates to the way it delivers its service in accordance to its mandate, vision, mission and goals. Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers Strand 4. Download Teacher Induction Program TIP Module 3 Teacher Induction Program TIP Module 4: Professionalism and Personal Welfare This module is written in a very user-friendly manner.
Some of my students feel respected and appreciated in class; some feel they have good opportunities to learn and to achieve. The schools division office shall have the same functions and responsibilities in the school districts and secondary schools. In an effort to understand why recent initiatives to promote learner-centred pedagogy in science teaching made a little change in the actual teaching practices of science teachers, this study explored pre-service science teachers' beliefs about science knowledge and their teaching practices. The Domain expects teachers to communicate learning goals to support learner participation, understanding and achievement. Professional reflection Refers to the teacher's capacity to reflect in action while teaching and on action after teaching , which is an important feature of professional development program for teachers.
Philippine Professional Standards for Teachers (PPST)
Learner needs Refer to an observable gap between the learner's present knowledge or competence and the curriculum standards identified as necessary for the grade level. So teaching is not a one-strategy-fits all undertaking. Formative assessment already covers diagnostic assessment. They understand and fulfill their obligations in upholding professional ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community. Contrasting the Paradigms of Teaching The Traditional View The NCBTS View Teaching is a technical process, and the good qualities of this technical process are well defined. Please also refer to DepEd Order No.
Teaching is facilitating learning, and the qualities of good teaching are defined in terms of whether students learn or not. They create lifelong impact in the lives of colleagues, students and others. Teaching involves consistent application of technical knowledge. Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers Strand 6. Teaching involves reflective and flexible application of technical knowledge in ways that best bring about student learning.
They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. They manage learning programs and have strategies that promote learning based on the learning needs of their students. Teaching and learning resources Teaching aids and other materials that teachers use not only to enhance teaching and learning but also to assist learners to meet the expectations for learning as defined by the curriculum. It shall also use the NCBTS to guide its INSET programs for teachers. Lesson 4 deals on Records Management.
Download DepEd Teacher Induction Program Modules 1
It concerns teachers providing learners with the necessary feedback about learning outcomes. This module contains the topics on the 21st Century Learners where the newly-hired teacher will identify the nature of learners in various key learning stages in the Philippine education setting and will be working on a detailed lesson plan DLP with parts that are aligned with DepED Order 42, s. As all teachers aim to be more effective facilitators of student learning, the NCBTS can then serve as a framework for revising current practices or for developing new teaching practices that would make teaching more effective. It encourages the celebration of diversity in the classrooms and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment. The projects found have been mapped to the four key areas of focus for the review: Mathematics instruction and teaching and learning materials; teacher professional development; learning outcomes assessment; and parents and community involvement. Thus, the NCBTS can be used as a self-assessment tool.
This process included reading for broad topics, multiple readings by each author, and a negotiated process for final designations. They viewed science knowledge to be simple, rigid and derivative of specific bodies of knowledge handed down by authorities such as textbooks and experts. The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st Century in the Philippines. They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations of the wider school community and other key stakeholders. Effective application of teacher knowledge dependent on prerequisite inputs in teaching environment.
A domain is defined as a distinctive sphere of the teaching-learning process, and is also a well-defined arena for demonstrating positive teacher practices. They communicate learning goals to support learner parti cipation, understanding and achievement. The teacher will also identify learning programs implemented or offered in his school or district that are responsive to the needs of the learners in different key learning stages. Teacher knowledge is technical knowledge applicable to all learners and contexts. Moreover, lessons taught by pre-service teachers were observed to see how their beliefs manifest in their teaching practices. It provides you the opportunity to take a closer look of who you are according to how you see yourself and how others see you, how you respond to situations or circumstances, and the impact of this on others. Anchored on the principle of lifelong learning, the set of professional standards for teachers recognizes the significance of a standards framework that articulates developmental progression as teachers develop, refine their practice and respond to the complexities of educational reforms.
How Was the NCBTS Decided? The PPST shall be used as a basis for all learning and development programs for teachers to ensure that teachers are properly equipped to effectively implement the K to 12 Program. The NCBTS has simply articulated this expectation so that it is clear to all concerned. Domains 2 and 6 can either constrain or expand the options for Domains 3, 4, and 5. As a framework of teacher quality, the National Competency-Based Teacher Standards NCBTS was institutionalized through CHED Memorandum Order No. This module focuses on you, the Filipino teacher. 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. The framework provides concrete guideposts to help teachers become better and better.