The National

Competency- Based
Teachers Standards
(NCBTS)
 The National Competency- Based Teachers Standards (NCBTS)

» The National Competency- Based Teachers Standards (NCBTS) developed by the

Department of Education Program (TEDP) that conceptualizes a teacher’s career path
(Experiential Learning Courses Handbook, 2009).

» A set of competencies ( behaviors, attitudes, and skills) that each teacher must posses to
function effectively and satisfactory.

» These are based upon “the core values of Filipino teachers and on the principles of
effective teaching and learning”.

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 Role of Teachers

» Teachers play a crucial role in nation building. Through quality teachers, the Philippines
can develop holistic learners who are steeped in values, equipped with 21st century skills,
and able to propel the country to development and progress.

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 Role of Teachers

» This is in consonance with the Department of Education vision of producing: “Filipinos

who passionately love their country and whose values and competencies enables them
to realize their full potential and contribute meaningfully to building the nation” (DepEd
Order No. 36, s. 2013.).
»

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 Role of Teachers

» Evidences show unequivocally that good teachers are vital to raising student
achievements

» Quality learning is contingent upon quality teaching. Hence, enhancing teacher quality
becomes of utmost importance for long- term and sustainable nation building.

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Professional standards for teachers

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 Integrated Domains of the The National Competency- Based Teachers
Standards (NCBTS)
Domain 1 Domain 2 Domain 3
Social Regard for Learning The Learning Environment Diversity of Learners

• Acts a positive role • Creates an environment • Is familiar with learner’s

model for student that promotes fairness background knowledge
• Makes the physical and experiences
environment safe and • Demonstrates concern
conducive to learning for holistic
• Communicates higher development of
learning expectations to learners
each learner
• Establishes and maintains
consistent standards of
learners’ behavior.

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 Integrated Domains of the The National Competency- Based Teachers Standards
Domain 4
Planning, Assessing and
Curriculum
• Demonstrate 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 the
objectives of the lessons
(NCBTS)
Domain 5 Domain 6
Community Linkages
Reporting • Establishes learning
• Communicates promptly environments that
and clearly to learners, responds to the
parents, and superiors aspirations of the
about the progress of community.
learners
Domain 7
• Develops and uses a
Personal Growth and
variety of appropriate
Professional Development
assessment strategies to • Takes pride in the nobility
monitor and evaluate of teaching as a profession
learning • Builds professional links
• Monitors regularly and with colleagues to enrich
provides feedback on teaching practice
learners’ understanding • Reflects on the extent of
of content the attainment of learning
goals
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 Social Regard for Learning

This domain of Social Regard for Learning

focuses on the ideal that the 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
teacher’s actions, statements and different types of social
interactions with students exemplify this ideal.

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 Domain 1. Social Regard for Learning
Strands of desired Teaching Performance
» 1.1 Acts as a positive role model for students
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Performance indicators
» 1.1.1 Implements school policies and procedures
» 1.2.2 Demonstrate punctuality
» 1.3.3 Maintains appropriate appearance
» 1.4.4 Is careful about the effect of one’s behavior on
students
» 1.5.5 Show respect for others persons and their ideas
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 Learning Environment

» The domain of Learning Environment focuses on

importance of providing for a social, psychological and
physical environmental 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.

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 Domain 2. Learning Environment

Strands of desired Teaching Performance Performance indicators

» 2.1 Creates an environment that promotes fairness
» Maintains a learning environment of courtesy and
respect for different learners (e.g. ability, culture,
gender)
» Provides gender- fair opportunities for learning
» Recognizes that every learner has strengths

» Makes the physical environment safe and conducive to

» Maintains a safe, clean and orderly classroom free from
learning
distractions
» Arranges challenging activities given the physical
environment

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Strands of desired Teaching Performance
» Communicates higher learning expectations to each
learner
Performance indicators
» Uses individual and co-operative learning activities to
improve capacities of learners for higher learning
» Encourages learners to ask questions
» Provides with variety of learning experiences
» Provides varied enrichment activities to nurture the
desire for further learning
» Communicates and maintains high standards of
learning performance

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Strands of desired Teaching Performance
» Establishes and maintains consistent standards of
learners’ behavior
Performance indicators
» Handles behavior problems quickly and with due
respect to children’s right
» Gives timely feedback to reinforce appropriate to
learners' behavior
» Guides individual learners requiring development of
appropriate social and learning behavior
» Encourages free expression of ideas from students
» Creates stress- free environment

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 Diversity of learners

This Domain of Diversity of Learners

emphasizes the idea that the teachers can
facilitate the learning process in diverse
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 desired
learning goals.

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 Comparison

Strands of desired Teaching Performance Performance indicators

» Is familiar with learner’s background knowledge and » Obtains information on the learning styles, multiple
experiences intelligences and needs of learners
» Designs or selects learning experiences suited to
different kinds of learners
» Established goals that define appropriate expectations
for all learners
» Paces lessons appropriate to needs and/or difficulties
of learners
» Initiates other learning approaches for learners whose
needs have not been met by usual approaches

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Strands of desired Teaching Performance
» Demonstrates concern for holistic development of
learners
Performance indicators
» Recognizes multi- cultural background of learners
when providing learning opportunities
» Adopts strategies to address needs of differently- abled
students
» Makes appropriate adjustments for learners of
different socio- economic backgrounds

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