TEACHER EDUCATION

FRAMEWORK
DR. DANILO B. SOLAYAO
PNU / PUP / PLMun

What is the TEDP?

Teacher Education and Development
Plan
A master plan to bridge the gap
between the needs and
expectations of learners and the
knowledge and skill levels of
teachers

TEDP

TEDP was initiated to have

two important levels in
teacher development
compliment each other: the
pre-service and the inservice

TEDP was designed to put all

the different agencies to
collaborate with each other in
the development of teachers:
DepEd, CHED, PRC, CSC and
Professional Organizations

What is the TEDP?

It conceptualizes a
teachers career path as a
continuum from the entry to
a teacher education program
(TEIs) to the teacher
retirement from formal
service (DepEd)

TEDP
Addresses each stage in
the cycle as integrated
part of each component
which is connected to the
past and the future.

Review : Roots of
NCBTS
Origin:
BEAM (Basic Education
Assistance for Mindanao)
provided the working papers
during the initial crafting of
NCBTS.

What is the NCBTS?

It is at the CORE of the TEDP.
It provides a unified framework
for teacher development.
It defines the different
dimensions of effective
teaching.

What is the NCBTS?

It is based on the core values of
Filipino teachers and on the
effective teaching and learning.
It is based on the 7 domains
and each represents the
desired features of teaching and
learning process.

What is the NCBTS?

The 7 domains of NCBTS
have series of strands of
desired teaching
performance statements.
These statements are
observable indicators of the
quality of teaching.

 The NCBTS would guide all

policies, reforms, and activities

related to teaching and teacher
development of the teaching
profession.

Why Do We Need the NCBTS?

The NCBTS provides a

single framework that
defines as a standard
what effective teaching
is.

NCBTS provides a better

guide for all teacher
development program and
projects from school level
to national level.

Who Should Use the NCBTS?

All who are involved in
improving teaching-learning
practices.
TEIs with CHED will use it to
design and implement
effective pre-service teacher
education curricula

PRC shall refer to it to

design the LET effective
2009.
NCBTS shall be used to
plan for a unified INSET
program for teachers in the
country.

Who Should Use the NCBTS?

DepED shall use the NCBTS to
formulate
a. hiring
b. promotion
c. supervision
d. other policies related to
the teaching profession.

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
GROWTH & PROFESSIONAL
DEVELOPMENT

Domain 1:
Social Regard for Learning
Focuses on the ideal that
teachers serve as positive and powerful
role models of the values for the pursuit
of learning and of the effort to learn.
The teachers actions, statements and
different types of social interactions
with students exemplify this ideal.

Strand for Desired Teaching

Performance for Domain 1
Teachers actions demonstrate
value for learning

Domain 2:
Learning Environment
Focuses on the importance of
providing social and physical
environment within which all learners
regardless of individual differences in
learning can engage in the different
activities and work towards attaining
high standards of learning.

Strands of Desired Teaching

Performance for Domain 2
Creates an environment that
promotes fairness
Makes the classroom 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 ideal that teachers can
facilitate the learning process in diverse
types of learners, by (a) recognizing and
respecting individual differences, then (b)
using knowledge about students differences
to design diverse sets of learning activities
in order to ensure that all students can attain
appropriate learning goals.

Strands of Desired Teaching

Performance for Domain 3
Is familiar with learners
background knowledge and
experiences
Demonstrates concern for holistic
development of learners

Domain 4:
Curriculum
Refers to all elements of the teachinglearning process that work together to help
students attain high standards of learning and
understanding of the curricular goals and
objectives. These elements include the
teachers knowledge of subject matter,
teaching-learning approaches and activities,
instructional materials and learning resources.

Strands of Desired Teaching

Performance for Domain 4
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
and instructional materials or resources
appropriate to learners and aligned to
objectives of the lesson

Domain 5:
Planning, Assessing and
Reporting
Refers to the use of assessment and
planning activities which ensures that the
teaching-learning activities are maximally
appropriate to the students current
knowledge and learning levels.

Strands of Desired Teaching

Performance for Domain 5
Communicates promptly and clearly
learners progress to parents, superiors
and to learners themselves
Develops and uses a variety of
appropriate assessment strategies to
monitor and evaluate learning
Monitors regularly and provides feedback
on learners understanding of content

Domain 6:
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. Efforts are directed at
strengthening the links between school
and community activities to attain
curricular objectives.

Strands of Desired Teaching

Performance for Domain 6
Establishes learning
environments that respond
to the aspirations of the
community

Domain 7:
Personal Growth and
Professional Development
Emphasizes the ideal that
teachers value , having a high
personal regard and concern for
professional development and
continuous improvement as
teachers.

Strands of Desired Teaching

Performance for Domain 7
Takes pride in the nobility of teaching as
a profession
Builds professional links with colleagues
to enrich teaching practice
Reflects on the extent of the attainment
of students learning goals

Actions to Implement
NCBTS
School level
initiate and sustain the regular practice
of teachers using NCBTS as guide for
their professional self-appraisal as an
integral part of preparing SIPs.

Actions to Implement
NCBTS
Division level
allocate and use INSET funds to meet
range/levels of teacher development
needs identified using NCBTS.
Include NCBTS as a focus of
instructional supervision

Actions to Implement NCBTS

Regional Level
Analyze school and division
performance data
Identify critical gaps and weaknesses in
learning outcomes at schools and
divisions based on quality assurance
and learning support criteria.

Actions to Implement NCBTS

Develop strategic alliances with TEIs
preparing graduate teachers for
NCBTS.
From central to field levels:
develop and introduce revised
teachers performance appraisal
instruments based on NCBTS

Parting Statements
NCBTS is a document that
adheres to the ideals of Filipino
teachers. One of the best
documents to improve Philippine
education.
When teacher performance is
anchored on NCBTS only the best
learning outcomes will result.