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LESSON 5

CLASSROOM AND COMMUNITY

Competencies - Refer to knowledge, skills, and attitudes that a teacher ought to possess for
him/her to perform his/her task satisfactorily.

These competencies are captured and presented in the National Competency-Based


Teacher Standards framework

NCBTS
A professional development guide for filipino teachers

What is NCBTS?
National Competency Based Teacher Standard (NCBTS)
The NCBTS is an integrated 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 learning goals in the curriculum.

Why do we need NCBTS?


 Provides a single framework that define effective teaching in all aspects of a teacher’s
professional life & in all phases of teacher development.
 Minimize confusion about what effective teaching is.
 Provides a better guide for all teacher development programs & projects from the
school-level up to the national level.

Who should use the NCBTS?


 TEI: to design and implement effective pre-service teacher education curricula.
 PRC: in designing the licensure exam for teachers.
 Organizations and Agencies: that implement in-service education for teachers (inset) shall
refer to the ncbts in developing their interventions.
 Award-giving bodies in defining their criteria for outstanding teachers.
 The Department: in formulating its hiring, promotion, supervision, and other policies
related to the teaching profession. It shall also use the NCBTS to guide its INSET programs
for teachers.
 Most important, individual teachers in all the public elementary and high schools all over
the country shall use the NCBTS for their professional development activities.

How should teachers use the NCBTS


 As a guide to reflect on their current teaching practices;
 As a framework for creating new teaching practices;
 As a guidepost for planning for professional development goals;
 As a common language for discussing teaching practices with other teachers; and
 As the guide for thinking critically about whether the teacher’s current practices are
helping students attain the learning goals in the curriculum.

How does the NCBTS define good teaching?


 Domains a distinctive sphere of the teaching- learning process, and is also a well-defined
arena for demonstrating positive teacher practices.
 Strands. Specific dimensions of positive teacher practices under the broad conceptual
domain.
 Indicators are concrete, observable, and measurable teacher behaviors, actions, habits,
actions, routines, and practices known to create, facilitate, and support enhanced
student learning.
Seven domains

 Domain 1: Social Regard for Learning

Focuses on the ideal that teachers serve as positive and powerful role models of the values.

 Domain 2: The Learning Environment

Focuses on the importance of providing for a social and physical environment.


 Domain 3: The Diversity of Learners

Emphasizes the ideal that teachers can facilitate the learning process in diverse types of learners.

 Domain 4: Curriculum
Refers to all elements of the teaching-learning process.

 Domain 5: Planning, Assessing & Reporting


Refers to the aligned use of assessment and planning activities.

 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.

 Domain 7: Personal Growth & Professional Development


Emphasizes the ideal that teachers value having a high personal regard, concern for professional
development, and continuous improvement as teachers.

LINKAGES AND NETWORKING WITH ORGANIZATIONS


The school and its community, in collaboration with public and private institutions and
organizations are indeed inseparable if they are to create on impact on the lives of the students
and members of the community they are committed to serve. The school can enjoy linkages and
networking activities with international, national, and local organizations in the community for
mutual benefits and assistance needed.
Networking and linkages are important for the following reasons:

 The program outreach and visibility can be greatly increased.


 Technology transfer, share and dissemination can be facilitated between networked
organization and among the respective partners
 Sharing of knowledge, skill, expertise and experiences helps in improving the effectiveness
and efficiency
 Co-financing links can be forged
 Replication of funding can be avoided and the grants can be used in a better managed and
meaningful fashion

The first step is for the school to prepare a list of projects and activities it plans to undertake
including the much-needed assistance in terms of human and material resources, then determine
the institutions and organizations with parallel objectives and service.
Linkages, also termed interconnections, with institutions functioning along the same
mission are interned to serve members of both sides according to their respective needs, interest,
and objectives. The create bonds together to solicit support and assistance for purposeful
activities which could be facilitated faster and better considering the doubling of energy and
resources.
Following are some working linkages between schools nationwide and associations centers with
local officers manned by a complete set of officials and active members.

A. Linkages

1. International Linkages

a. With Pi Lambda Theta


An international honor society and professional association in education. Based in
its main office in Michigan, chapters are located in different universities
nationwide. The only chapter outside the United States is the Philippine Area
chapter. Its main project is ETP (Excellence in Teaching Project. Its supports 15 third
year BSE/BEE students until they graduate. It also honors outstanding student
teachers from College of Education.

b. INNOTECH
Is the center for training educational leaders from Southeast region under the
SEAMEO organization. It conducts training programs to upgrade the competencies
of teachers from the region in all disciplines. One of its projects is to update
teachers’ knowledge and skills in implementing alternative learning systems. It has
prepared a comprehensive framework on peace and multi-cultural diversity.

c. World Council for Curriculum and Instruction (WCCI) This council holds conferences in
different countries which is participated by the members of the local chapter.

d. ASCD – or the Association for Supervision and Curriculum Development, this is a


nonprofit organization that provides trainings/seminars to the members with
expert, best way of solution regarding teaching, educational leadership

2. National and local linkages


 Linkages could be established between universities and colleges offering
identical degrees. Cross-enrolment for subjects needed for graduation is
allowed.

 Joint researches could be conducted by 2 or 2 universities depending on their


respective expertise.

B. Networking

1. Networking with Professional Organizations


A network is a system which composed of different organization whether it is a
public or private.
a. Consortium among Universities and Colleges

1. Taft Consortium
 It is composed of St. Paul University (Manila), St. Scholasticas College.
Philippine Normal University, Philippine Christian University, and De La Salle
University.
 The Science teachers from each college met regularly for discussions on “best
practices”.
 The registrars may undergo training sessions together.

2. The Mendiola Consortium


 It is composed of San Beda College, Centro Escolar University, San Sebastian
College, and Holy Spirit College.

b. With Subjects Specialists

1. BIOTA
 Is an organization of Biology teachers from universities nationwide. An annual
convention is a major event where all members gather to discuss the “latest”
in their own areas.
 Research findings, biotech practices and interesting projects/activities are
shared among the members.

2. MATHED
 Is the Council of Mathematics Teachers and Educators.
 Its major project is to upgrade the competence of Mathematics
teachers through national conferences, workshops, and training
sessions conducted nationwide.
 MTAP takes charges of basic math teachers while MSP and MT Guild
conduct projects for college teachers.

c. Teacher Education Institutions

1. SUCTEA (State Universities and Colleges Teacher of government universities


Education Associations)

An annual convention of Deans and Teacher Education Professors for an exchange of approaches
and modes of delivering quality teacher education.