THE TEACHING PROFESSION

Chapter Two. The Teacher in the Classroom & Community

Lesson 1. The National Competency-Based Teacher Standards (NCBTS)
The NCBTS is a set competencies (KBSA) that a teacher must possess to function
effectively & satisfactorily.
The NCBTS is a 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 goals in the curriculum.
Divided into:
(7) domains that represent the desired features of the teaching & learning process.
(21) strands of desired teaching performance
(80) performance indicators that are observable indicators of the quality of a
teachers performance.
Domain 1. Social regard for Learning focuses on the ideal that 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 teachers actions, statements, and different types of
social interactions w/ students exemplify this ideal.
- Acts as a positive role model for students
Domain 2. Learning Environment focuses on importance of providing for a social,
psychological & physical environmental w/in w/c all students, regardless of their
individual differences in learning, can engage the different learning activities & work
towards attaining high standards of learning.
- Creates an environment that promotes fairness
- Makes the physical environment safe and conducive to learning
- Communicates higher learning expectations to each learner
- Establishes and maintains consistent standards of learners behavior
Domain 3. Diversity of Learners emphasizes the idea that the teachers can facilitate the
learning process in diverse learners by first recognizing & respecting individual
differences, then using knowledge about students differences to design diverse sets
of learning activities to ensure that all students can attain desired learning goals.
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Is familiar w/ learners background knowledge & experiences

Demonstrates concern for holistic development of learners

Domain 4. Curriculum refers to all elements of the teaching-learning process that work in
convergence to help students understand the curricular goals & objectives, & to
attain high standards of learning defined in the curriculum. These elements include
the teachers knowledge of subject matter & the learning process, teaching-learning
approaches & activities, instructional materials & learning resources.
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Demonstrates mastery of the subject

Communicates clear learning goals for the lessons that are appropriate for
learners
Makes good use of allotted instructional time.

Selects teaching methods, learning activities & instructional materials or

resources appropriate to learners & aligned to the objectives of the lesson.
Teacher recognizes general learning processes as well as unique processes
of individual learners.
Teacher promotes purposive study
Teacher demonstrates skills in the use of ICT in teaching & learning.

Domain 5. Planning, Assessing & Reporting refers to the alignment of assessment &
planning activities. In particular, the domain focuses on the (1) use of assessment
data to plan & revise teaching-learning plans, (2) the integration of assessment
procedures in the plan & implementation of teaching-learning activities, and (3)
REPORTING on learners actual achievement & behavior.
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Communicates promptly & clearly to learners, parents & superiors about

the progress of learners.
Develops & uses a variety of appropriate assessment strategies to monitor
& evaluate learning.
Monitors regularly & provides feedback on learners understanding of
content.

Domain 6. Community Linkages focuses on the ideal that classroom activities are
meaningfully linked to the experiences & aspirations of the students in their homes &
communities. Thus, the domain focuses on teachers efforts directed at strengthening
the links bet. schools & communities, particularly as these links help in the
attainment of the curricular goals.
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Establishes learning environments that respond to the aspirations of the

community.

Domain 7. Personal Growth & Professional Development emphasizes the ideal that
teachers value having a high personal regard for the teaching profession, concern for
professional development & continuous improvement as teachers.
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Takes pride in the nobility of teaching as a profession

Builds professional links w/ colleagues to enrich teaching practice
Reflects on the extent of the attainment of professional development goals

Lesson 1. The 21st Century Teacher

To remain relevant & interesting, the teacher must possess the 21st century skills.

1. Communication Skills
2. Learning & Innovation Skills
3. Information, Media & Technology Skills
4. Life & Career Skills