NCBTS DOMAINS

DESCRIPTION
NCBTS – TSNA DOMAINS
(HIGH or LOW)
Domain 1 – Social Regard for Learning HIGH
Domain 2 – Learning Environment HIGH
Domain 3 – Diversity of Learners HIGH
Domain 4 – Curriculum HIGH
Domain 5 – Planning Assessing and
HIGH
Reporting
Domain 6 – Community Linkages LOW
Domain 7 – Personal Growth &
HIGH
Professional Development

NCBTS STRANDS
DESCRIPTION , (Expert, Experienced,
STRANDS
Developing, Beginning)
1. Teachers actions demonstrate
EXPERIENCED
value for learning.
2. Demonstrate that learning is of
EXPERIENCED
different kinds.
3. Creates an environment that
EXPERIENCED
promotes learning.
4. Makes the classroom environment
EXPERIENCED
safe and conducive for learning.
5. Communicates higher learning
EXPERIENCED
expectations to each learner.
6. Establishes and maintains
EXPERIENCED
consistent standards.
7. Creates healthy psychological
EXPERIENCED
climate for learning.

8. Determines, understands and

accepts the learners’ diverse DEVELOPING
knowledge and experiences.
9. Demonstrate mastery of the subject. EXPERIENCED
10. Communicates clear learning goals
EXPERT
for the lessons.
11. Makes good use of allotted
EXPERT
instructional time.
12. Recognizes general learning
processes and unique processes of DEVELOPING
individual learners.
13. Promotes purposive study. EXPERIENCED
14. Demonstrates skills in the use of
DEVELOPING
ICT.
15. Develops and utilizes creative and
EXPERIENCED
appropriate instructional plan.
16. Develops and uses a variety of
appropriate assessment strategies to EXPERT
monitor and evaluate learning.
17. Monitors regularly and provides
EXPERIENCED
feedback on learners.
18. Communicates promptly and
EXPERIENCED
clearly to learners, parents…
19. Teacher establishes learning
environment that responds to the EXPERIENCED
aspirations of the community.
20. Takes prides in the nobility of the
EXPERIENCED
profession.
21. Builds professional links with
EXPERIENCED
colleagues to enrich.
22. Reflects on the extent of the
EXPERIENCED
attainment of professionals.

Global Teacher from Other Countries

 UNITED STATES OF AMERICA

Personal Qualities 1. High-Achieving: The individual has a history of

of Teachers success no matter what the endeavor.
2 Responsible: Instead of blaming others or
circumstances, the individual takes full responsibility
for achieving a positive outcome.
3 Critical thinker: The individual reflects about the
linkages between cause and effect instead of simply
reacting to the effect.
4 Organized: The individual is able to juggle multiple
projects and tasks successfully.
5 Motivating: The individual is able to influence and
motivate others to action, as evidenced by effective
leadership in extracurricular activities such as student-
run organizations or athletic teams.
6 Respectful: The individual assumes the best about
people, especially people in low-income communities.
7 Shares the goals of the organization: The individual
wants to work toward TFA’s mission of eliminating
educational inequities.

The National Board for Professional Teaching

Professional Standards' What Teachers Should Know and Be Able to
Qualities of Do, developed by teachers in the United States, provides
Teachers a good example of professional standards as values. The
principles include:

1. Teachers are committed to students and their learning.

2. Teachers know the subjects they teach and how to
teach those subjects to students.
3. Teachers are responsible for managing and monitoring
student learning.
4. Teachers think systematically about their practice and
learn from experience.
5. Teachers are members of learning communities.

These are core propositions, or values, setting out in

general terms what United States teachers think
accomplished teachers should know and be able to do,
regardless of the level or specialist field in which they
taught. The five propositions provide the philosophical
basis for the development and elaboration of standards
 for specific fields and levels of teaching (such as primary
teaching, or high school science teaching).

UNITED STATES OF AMERICA

Requirements to 1. Degree from accredited teacher's college

become Professional Select a teacher's college or college with a
Teachers teacher's program. Make sure the college is
accredited. Admittance is different for all
colleges, but most schools will look at your
grade point average and the course program of
study. Colleges like students who have taken
challenging classes, such as Advanced
Placement courses or honor programs, but don't
let that discourage you. During your junior year
in high school, start looking at colleges and their
requirements.
2. Bachelor's or Master's degree
Choose a college program. If you choose to
major in secondary education, you will need at
least one major and a minor or two majors. To
make yourself more interesting to potential
employers, major in two areas. Because of No
Child Left Behind mandates, you must be highly
qualified, which means at least 45 hours of
course work in your major area. For elementary
education, you may have to specialize in either
lower, middle or upper elementary grades. If you
are required to teach a core course, you will
need a major in that core area. Elementary
programs usually focus on grade levels and a
major in a core course, such as
English/language arts, math, science or
geography. Special education programs require
a focus in a specific area, such as learning
disabilities or mental handicaps. Include a good
liberal arts background in your electives as well.
3. Proficiency in core content areas
Acquire your teacher's license or certification.
Each state has its own process that you must
follow to get a teacher's license. You may be
required to take a state exam or the PRAXIS, a
series of assessments used by states to license
 teachers. Your college will guide you through
the process. Because every state has different
licensing procedures, if you decide to teach in a
different state, you will need to fulfill the
requirements for that state.
4. State license
Know the laws of the No Child Left Behind Act
that requires teachers to be "highly qualified."
This means you must have a Bachelor's degree
in education and demonstrate proficiency in a
core content area if you are teaching in one of
those areas.

AUSTRALIA

Personal There are many personal qualities and skills that make
Qualities of someone a good teacher.
Teachers
These include:
 being good at explaining things;
 being a people person and enjoy working with a wide
range of people;
 enthusiasm;
 having a strong knowledge in particular subject areas;
 being a good time manager;
 ability to work in a team as well as using your own
initiative;
 keeping your cool under pressure;
 having patience and a good sense of humor;
 being fair-minded;
 coping well with change; and
 enjoying a challenge.
Good teachers know that by listening to and working with
colleagues, parents, other professionals and community
members that they can inspire students and improve their
learning.
Professional Know the students and how they learn. Lead teachers are
Qualities of expected to select, develop, evaluate and revise teaching
Teachers strategies “to improve student learning using knowledge of
the physical, social and intellectual
development and characteristics of students” in order to
meet the needs of
students from diverse cultural and economic backgrounds
(AITSL, 2011).
Know the content and how to teach it. Lead teachers must
be able to “lead initiatives […] to evaluate and improve
knowledge of content and
teaching strategies,” as well as to “monitor and evaluate the
implementation of teaching strategies to expand learning
opportunities and content knowledge for all
students” (AITSL, 2011).

Plan for and implement effective teaching and learning.

Qualified lead teachers should “demonstrate exemplary
practice and high
expectations […] and lead colleagues to plan, implement
and review the
effectiveness of their learning and teaching programs”
(AITSL, 2011).
Create and maintain supportive and safe learning
environments. Lead teachers are expected to be active in
“the development of
productive and inclusive learning environments,” as well as
to “lead and implement behavior management initiatives”
(AITSL, 2011) in order to ensure
students’ well-being.

Assess, provide feedback and report on student learning.

Lead teachers are required to “evaluate school assessment
policies and strategies” to
diagnose learning needs and to “co-ordinate student
performance and program
evaluation using internal and external student assessment
data to improve
teaching practice (AITSL, 2011).

Engage in professional learning. Lead teachers should

“initiate
collaborative relationships to expand professional learning
opportunities, engage
 in research, and provide quality opportunities and
placements for pre-service
teachers” (AITSL, 2011).

Engage professionally with colleagues, parents/carers and

the
community.
Professional and community networks and support[ing] the
involvement of
colleagues in external learning opportunities” (AITSL, 2011).

AUSTRALIA
1. Gain the relevant qualifications for teacher
Requirements to registration by obtaining either a four-year
become Professional bachelor of education (BEd) or a three-year
Teachers degree, such as a bachelor of arts (BA) or
bachelor of science (BSc). You can then enter
an education faculty of a university and
complete a graduate educational methodology
degree, which will enable you to teach in high
school.
2. Note that in Australia, if you obtain a BEd or
other primary degree, you must have two
majors or teaching areas to be registered as a
teacher. When considering courses, make sure
you select two teaching areas. Note also that in
Australia, a three-year degree is equivalent to
a U.S. four-year degree, as eight courses are
completed each year in Australia, as opposed
to six in the United States.
3. Become registered with the relevant Teacher
Registration Board in your state. In
Queensland, there is the Queensland College
of Teachers, which is automatically notified of
all graduates in education from universities
around the state. Newly graduated teachers,
however, will still have to contact the College of
Teachers to obtain their registration
information.
4. Apply for teaching jobs. Once registration is
finished and you have an ID card, you can
approach any private school for a position as a
teacher; however, if you wish to teach in the
state school districts, which pay higher rates,
you are required to go before a panel of
Education Department staff for a suitability
review. This is an interview, during which you
are required to answer in writing exactly how
you would handle a number of different
teaching scenarios, thus demonstrating your
teaching abilities.
5. Receive an S (suitability) rating following the
interview, which will determine how quickly you
will be offered a position in the state school
system. A rating of S1 will be offered a job
almost immediately, and an S2 may have to
wait a few weeks. An S3 may need to take
whatever school is offered, no matter where,
and an S4 really should study some more and
try for another interview in a few months.
6 Learn the operating rules peculiar to each state
system. The rules will differ slightly in each
state in Australia, but they are essentially the
same. The teacher unions in each state are no
longer compulsory, but most teachers become
members mainly because the unions offer
comprehensive legal representation in case of
litigation