Professional Standards!

for Teachers/!
Developmental NCBTS!
!
Gina O. Gonong !
Philippine Normal University!
Research Center for Teacher Quality!

A  project  of  the  Department  of  Foreign  Affairs  and  Trade  Australian  Aid  Program  
through  the  efforts  of  the  University  of  New  England  SiMERR  NaConal  Research  Centre    
in  partnership  with  the  Philippine  Normal  University,  the  NaConal  Center  for  Teacher  EducaCon  
 
 Reference Panel!
*MR. CLODUALDO PAITON!
DR. AMELIA A. BIGLETE, Director IV! Curriculum Specialist!
Office for Program and Standards Development! Department of Education!
Commission on Higher Education!  !
 ! *MR. FERNANDO PANTINO!
DR. PURITA P. BILBAO! Senior Program Education Specialist!
Chair, Technical Panel for Teacher Education! Department of Education!
Commission on Higher Education!  !
 ! MARIA LOURDES D. PANTOJA, Director III!
AZUCENA P. ESLETA, Director IV! National Educators Academy of the Philippines !
Human Resource Policies and Standards Office ! Department of Education!
Civil Service Commission! !
 ! DR. YOLANDA B. QUIJANO
DR. FE A. HIDALGO! Former Undersecretary for Programs and
President! Projects
Foundation for Upgrading the Standard of Department of Education
Education! !

 ! DR. CHITO B. SALAZAR!

DR. PARALUMAN R. GIRON! President!
Member, Professional Board for Teachers! Philippine Business for Education!
!  !
*MR. ABELARDO MEDES! DR. ETHEL AGNES P. VALENZUELA!
OIC, Bureau of Elementary Education! Senior Specialist!
Department of Education! SEAMEO-INNOTECH!

A  project  of  the  Department  of  Foreign  Affairs  and  Trade–Australian  Aid  Program  
*Represen)ng  the  Directors   through  the  efforts  of  the  University  of  New  England  –SiMERR  NaConal  Research  Centre    
in  partnership  with  the  Philippine  Normal  University,  the  NaConal  Center  for  Teacher  
of  DepED  Bureaus    
EducaCon  
 
 Content
Knowledge and
Curriculum
Learning Pedagogy
and
Environment Planning
Diversity Assessment
of and
Learners
D-NCBTS Reporting

Highly  Proficient  

Dis)nguished  
Beginning  
Community

Proficient  
Teacher  

Teacher  

Teacher  

Teacher  
Linkages
Personal and
Growth and Professional
Professional Engagement
Development

NCBTS  
Product of validation undertaken with pre-
service teachers, teacher educators,
teachers, principals and supervisors



(National validation was approved by Br.
Armin in February 2015.)!
 Teachers in the Philippines:!
Use of Mother Tongue, Filipino and
Strategies for developing critical and English in instruction!
creative thinking skills!
Know  what   Classroom communication strategies  
Knowledge of research!
to  teach  
and  how  to   Learners’
Maintain  a   teach  it   Are  responsive  
linguistic, cultural,
socio-economic
learning-­‐ to  learner   and religious
backgrounds!
focused   diversity  
environment  
Learners in
difficult
circumstances!
Use  a  variety  of   Plan  and  
assessment  tools  to   design  
inform  and  enhance   effec)ve   Learners from
the  teaching  and  
learning  process   instruc)on   Indigenous
Groups!
Establish  
Engage  in    
professional  reflec)on   community  
and  assume   rela)onships  and  
responsibility  for   uphold  
personal     professional  ethics  
professional    
learning  
 Structure of Domains of Professional
Standards for Teachers!
D-­‐NCBTS  
NCBTS  
Central to
the new K
Subsumed
1 Social Regard for 1 Content Knowledge to 12
in other Learning! and Pedagogy! Reform and
domains! places, at
the
2 Learning Environment! 2 Learning Environment! beginning,
the
importance
3 Diversity of Learners! 3 Diversity of Learners! of teachers
knowing
4 Curriculum and 4 Curriculum and their
Planning! Planning! content and
knowing
Assessing
5 Planning, 5 Assessment and how to
and Reporting! Reporting! teach it. !
!
6 Community Linkages and
6 Community Linkages! Professional Engagement!
7 Personal Growth and 7 Personal Growth and
Professional Development! Professional Development!

A  project  of  the  Department  of  Foreign  Affairs  and  Trade–Australian  Aid  Program  
through  the  efforts  of  the  University  of  New  England–SiMERR  NaConal  Research  Centre    
in  partnership  with  the  Philippine  Normal  University,  the  NaConal  Center  for  Teacher  EducaCon  
 
 The Paradigm Shift!

Pre-K to 12! K to 12!

Paradigm  Shi1  
NCBTS! D-NCBTS!
(a
continuum of teaching
practice defined in terms of
distinct career stages)  

A  project  of  the  Department  of  Foreign  Affairs  and  Trade  Australian  Aid  Program  
through  the  efforts  of  the  University  of  New  England  SiMERR  NaConal  Research  Centre    
in  partnership  with  the  Philippine  Normal  University,  the  NaConal  Center  for  Teacher  EducaCon  
 
 Teacher  Professional  Growth  
Teacher professional growth can be represented by:!
!
!
Beginning ! Exemplary
!
training! practice!
!
It is valuable to have sign posts along the way to help identify
progress. We call these career stages.!

Teacher quality Stages are developmental in nature and exist

on a quality continuum.!
!
This is about teachers, not leadership roles such as Assistant
Principals and Principals. !


 Rationale for Career Stages



The description of standards at different career
stages provides “a framework for the teacher
development continuum.”

 (OECD,2005)  
 
Teacher evaluation should be based on
professional teaching standards and should be
sophisticated enough to assess teaching quality
across the continuum of development from novice
to expert teacher.

(Darling-Hammond in Strauss, 2012)!
 Developmental Pathway for Teachers!

Career  Pathing  
Stage  4  
Stage  3   ?  
Stage  2   ?  
Recruitment     Stage  1   ?  
and  Hiring  
(Novice?)   Learning  AcAon  Cells  

Teacher Entry CompensaAon  

Requirements!
Teacher  AccreditaAon  at  Career  
 Stage  2,  3,  4  and  Head  Teacher  PosiAon    

Teacher
Education! Classroom  ObservaAon  Tool  &  Self-­‐ReflecAon  Tool  
Targeted  Professional  Development  and  Teacher  Training  
 Career Stage Description!
Career Stage 1 – Career Stage 2: Career  Stage  3:   Career  Stage  4:  
Novice?! Proficient Highly  Proficient   DisAnguished  
! Teachers/ ?! Teachers/  ?! Teachers/  ?!
•  meet the entry •  professionally •  consistently •  embody the
requirements in independent in display a high highest
the profession ! the application level of standard for
•  possess the of skills vital to performance in teaching
requisite the teaching their teaching grounded in
knowledge and and learning practice ! global best
skills vital to the process! •  provide support practice !
teaching and •  display skills in and mentoring •  recognized as
learning process! planning, to colleagues in educators,
•  seek implementing their leaders,
professional and evaluating professional contributors to
support from learning development ! the profession
more programs!   and initiators of
experienced ! collaboration
colleagues! and partnership!
 Targeted Professional Development
for Teachers  
NCBTS  Domain  2.  Learning  
D-­‐NCBTS  Domain  3.  Diversity  of  Learners  
Environment    
Strand  3.1  Learners’  gender,  needs,  strengths,  
interests  and  experiences  
Stage  4  
Stage  3  
2.1.3  Recognizes  
that  every  learner   v   Stage  2  
e   3.1.4  Lead  
has  strengths   Stage  1   3.1.3.  Work  with  
colleagues  to  
r   colleagues  to  
evaluate  
3.1.2  Use   share  
s   3.1.1   differen)ated,   differen)ated  
differen)ated,  
u   Demonstrate   developmentally-­‐ developmentally-­‐ strategies  to  
s   knowledge  and   appropriate   enrich  teaching  
appropriate  
understanding   learning   prac)ces  that  
opportuni)es  to  
of  differen)ated   experiences  to   address  learner  
address  learners’  
teaching  to  suit   address  learners’   differences  in  
differences  in  
“One  size  fits  all”   the  learners'   gender,  needs,   gender,  needs,  
gender,  needs,  
gender,  needs,   strengths,   strengths,  
strengths,  
strengths,   interests  and   interests  and  
interests  and  
interests  and   experiences   experiences  
experiences.  
experiences.  

Learning  AcAon  Cells  

Targeted  professional  development  
The  Development  of  Professional  Standards  for  
Teachers  
 and  the  Valida)on  
  
•  consultations with key stakeholders over
the life of the project!
!
•  lexical and content analyses undertaken
on DepED and other government
documents, print discourse and
international teacher standards in over 40
jurisdictions!
 
 •  psychometric studies of indicators
differentiated according to career stages!
 
o  Do  the  indicators  have  clarity  of  meaning?  
o  Are  the  indicators  important  to  teachers  and  
are  at  their  appropriate  level?  
o  How  do  teachers  assess  the  level  of  difficulty  
of  indicators  across  the  four  stages?  
 Indicators have excellent item reliability!
Summary of Psychometric Parameters for the Anchored and
Linked Models !

Anchored Model!  !  !  ! Linked Model!  !

Form A!  ! Form B!  !  !  !

Item Mean! 0.00! Item Mean! 0.01! Item Mean! 0.00!

Item SD! 0.59! Item SD! 0.66! Item SD! 0.62!

Item Reliability! 0.88! Item Reliability! 0.91! Item Reliability! 0.89!

 !  !  !  !  !

Case Mean! -1.59! Case Mean! -1.52! Case Mean! -1.56!

Case SD! 1.29! Case SD! 1.28! Case SD! 1.28!

Case Reliability! 0.95! Case Reliability! 0.96! Case Reliability! 0.95!

  Valida)on  through  Focus  Group  Workshops  
 
Secretary  of  Educa)on,  Br.  Armin  Luistro,  gave  
his  approval  to  proceed  to  the  na)onal  
valida)on  of  the  standards  across  17  regions  on  
February  3,  2015.  
 ! Workshop Questions!
National Focus Group

•     What are the participants’ perspectives/

views/opinions on the draft D-NCBTS
domains, strands, indicators and career
stages? !
•  Are the indicators assessable?!
•  What constitutes evidence of meeting the
indicators?!
 
•  Overwhelming response was very positive!
•  Field saw the set of standards as a valid
description of the teaching profession!
•  Indicators across career stages are
achievable in practice !
 The  validated  set  of  professional  
standards  for  teachers:!

•  reflects  the  views  and  aspira)ons  of  teachers,  

as  well  as  the  relevance  of  the  standards  to  
teachers’  professional  prac)ce;  

•  is  seen  to  have  the  poten)al  to  empower  the  

profession  and  encourage  teachers  to  stay  in  
the  teaching  track;!
 The  validated  set  of  professional  
standards  for  teachers:!

•  Is  already  being  used  in  draf  form  by  DepED  in  

the  pilot  version  of  the  new  Results-­‐based  
Performance  Management  System  (RPMS).  
System Anchored on Developmental
Standards!
Professional  
Development
/  In-­‐service  
Training    

Teacher  
Classroom  
Posi)on  and  
Observa)on  
Competency  
tool  
 
Standards   Profile  (RPMS)  
across    

career  
stages  
Teacher  
Accredita)on  
Teacher  
at  Career  
Self-­‐
Stage  2,  3,  4  
Assessment  
and  Head  
Tool    
Teacher  
Posi)on    

A  project  of  the  Department  of  Foreign  Affairs  and  Trade  Australian  Aid  Program  
through  the  efforts  of  the  University  of  New  England  SiMERR  NaConal  Research  Centre    
in  partnership  with  the  Philippine  Normal  University,  the  NaConal  Center  for  Teacher  EducaCon  
 
 Proposed Assessment Process for Teachers
Performance
Proposed Career Planning and Performance
Stage (CS) for Self-Assessment
According to ! Commitment! Monitoring and
teachers who are
Career Stage! RPMS: Identifying Coaching!
in service prior to
May 2016*:! (May)! Objectives and
(November)!
• CS1- TI (0-3 Performance
years in service)! Indicators!
• CS2- TI (4  years
or more in
service), TII, TIII! Communities of Practice such as!
• CS3- MTI, MTII!
• CS4- MTIII, Learning Action Cells (LACs) !
MTIV! (continuous) !

Performance Performance
  Rewarding and Review and
 
  Development Evaluation !
  Planning! (April)!
*or  any  other  agreed  upon  )meline  
 Proposed Flowchart for the Movement to Career Stages!
Voluntary
Accreditation!
Career Stage 4!
Distinguished (?)!
Voluntary !
MT III, MT IV!
Accreditation!
Career Stage 3!
Highly Proficient (?)!
Certification ! !
MT I, MT II!
(after 2 or 3 years)!
Career Stage 2!
Proficient (?)!
!
TI (4 years or more in
service),T II, T III!
Career Stage 1!
Beginning/Novice (?)! Professional  Development  Support:  
!
Teacher I (0-3 years in
service) !
CommuniAes  of  PracAce  –  Learning  AcAon  
Cells  
*or  any  other  agreed  
upon  )meline  
Thank you. J!

A  project  of  the  Department  of  Foreign  Affairs  and  Trade  Australian  Aid  Program  
through  the  efforts  of  the  University  of  New  England  SiMERR  NaConal  Research  Centre    
in  partnership  with  the  Philippine  Normal  University,  the  NaConal  Center  for  Teacher  EducaCon