The Philippine Professional

Standards for Teachers

(DNCBTS)
 The Philippine
Professional Standards for
Teachers*
• Finalized and Agreed by the DepED
Regional Directors, Central Office
Directors and Representatives

(August 4-5, 2016 Finalization Workshop

organized by the Teacher Education Council,
Astoria Plaza, Pasig)

* Formerly referred to as the Developmental National

Competency-Based Teacher Standards or D-NCBTS)
 Prior to July 2012,
Genesis of the D-NCBTS project

Consultative Mission, involving SiMERR and PNU

staff, held in January 2012, six months prior to the
establishment of RCTQ and Basic Education Sector
Transformation (BEST).

Stakeholders raised concerns about the NCBTS

Stakeholders responded positively to the ideas of a

developmental set of professional teacher standards.
 Considerations of D-NCBTS project

Among the recommendations were suggestions to

revise the NCBTS. Considerations raised were:

 develop career stages;

 ensure that the duplication in NCBTS was reduced;

 give content knowledge and pedagogy a more

prominent focus;

 Embed new ideas from the K to 12 Reform into the

Standards;
 Considerations of D-NCBTS project

 develop professional standards in a form that is tighter

and more useable by teachers, schools and jurisdictions;
and

 in the case of CHED, to develop;

(i) a more focused basis for an internationally acceptable

pre-service teacher preparation program; and

(i) a Teacher Education Institution (TEI) quality assurance

framework.
 “The quality of an
education system cannot
exceed the quality of its
teachers.”
(McKinsey, 2007)
 Teacher Quality
and the
Philippine Professional Standards for
Teachers
 The Professional Standards

• Articulates what constitutes teacher quality

• Is a public statement of professional

accountability

• Makes explicit what teachers should know,

be able to do and value in the profession

• Sufficiently generic to represent practice

 Content
Knowledge and
Curriculum
Learning Pedagogy
and
Environment Planning
Diversity Assessment
of and
Learners
D-NCBTS Reporting

Highly Proficient

Distinguished
Beginning
Community

Proficient
Teacher

Teacher
Personal

Teacher
Teacher
Linkages
Growth and
and
Professional
Professional
Development
Engagemen
t

NCBTS
Comparison of D-NCBTS Strands with
World Standards
 Capturing teacher quality

K to 12 21st Century
(June 2013) Skills

National
Philippine
Competency-
Professional
based Teacher
Standards
Standardsfor
Teachers
(NCBTS)
Philippine
ASEAN Integration/
Qualifications Internationalization
Framework
Philippine Professional Standards for
Teachers as a Framework
for Teacher Quality and Teacher
Development
 The Paradigm Shift

Pre-K to 12 K to 12
Paradigm Shift
D-NCBTS
NCBTS
(a continuum of teaching
practice defined in terms
of distinct career stages)
 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)
 Targeted Professional
Development for Teachers
Professional Standards
Domain 3. Diversity of Learners

Strand 3.1 Learners’ gender, needs, strengths, interests and experiences

Stage 1 Stage 2 Stage 3 Stage 4

3.1.1 Demonstrate 3.1.2 Use 3.1.4 Lead

3.1.3. Work with
knowledge and differentiated, colleagues to
colleagues to
understanding of developmentally- share evaluate
differentiated appropriate differentiated, differentiated
teaching to suit learning developmentally- strategies to enrich
the learners' experiences to appropriate teaching practices
gender, needs, address learners’ opportunities to that address
strengths, gender, needs, address learners’ learner differences
interests and strengths, differences in in gender, needs,
experiences. interests and gender, needs, strengths, interests
experiences. strengths, interests
and experiences.
and experiences.
Learning Action Cells
 Features of a Developmental Approach
(AITSL, Looking at classroom practice, p.6)

• Gives clarification to what it means to “get better” in

areas of teacher expertise

• Defines direction: describes and illustrates

professional growth and development for teachers

• Enables teachers to reflect on their practice, diagnose

strengths and areas needing improvement

• Provides vision and details of the next level of

performance based on teacher quality

• Is sensitive to the continuum of lifelong learning of

teachers’ professional practice
 Teacher Professional Development
Framework
Career Path

Stage 4
Stage 3 (Distinguished)

Stage 2 (Highly
Recruitment Proficient)
Stage 1 (Proficient)
and Hiring
(Beginning)

Rewards,
Teacher Entry
Compensation?
Requirement
Teacher Accreditation at Career
Stage 2, 3, 4 and Head Teacher Position

Teacher Classroom Observation Tool & Self-Reflection Tool

Education Targeted Professional Development and Teacher Training
 Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
1
2
3
Positive Positive
4
5 use of ICT use of
6
7 ICT
8
9
10
11
CAREER STAGE Continuum
12
13
14
15
16
17
18
19
20
21
22
Teaching
23
24 and
25
26 learning
27
28 resources
29
30 including
31
32 ICT
33
34 Professional
35 Professional
36 reflection
37 reflection
and
and learning
learning to
to improve
improve
practice
practice
 Philippine Professional
Standards for Teachers:
Domains, Strands, Indicators
 Domains
Philippine Professional
NCBTS Standards for teachers
Central to
the new K
Subsumed 1 Social Regard for 1 Content Knowledge to 12
in other Learning
domains
and Pedagogy Reform and
places, at
2 Learning 2 Learning the
Environment 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
5 Planning, Assessing 5 Assessment and how to
and Reporting Reporting teach it.
6 Community Linkages
6 Community Linkages and Professional
Engagement
7 Personal Growth and 7 Personal Growth and
Professional Development Professional Development
 Use of Mother Tongue, Filipino
Knowledge of research
and English in instruction
Strategies for
Strategies for developing critical
promoting literacy and
and creative thinking skills
numeracy
Engage in
Know what
Classroom
professional to teach communication
reflection and and how to strategies
assume teach it Maintain a
responsibility for learning- Learners’
personal focused linguistic,
professional cultural, socio-
learning environment
economic and
religious
backgrounds
Establish
community Teacher Quality Learners in

relationships Requirements Are difficult

circumstance
and uphold in the K to 12 responsive
s
professional to learner
Learners
ethics Use a variety of diversity from
assessment Plan and Indigenous
tools to inform design Groups
and enhance effective
the teaching
and learning
instruction
process
 Mother Tongue Professional
Development for Teachers
Standards, Domain 1: Content Knowledge and
NCBTS Pedagogy

Strand 1.6 Use of Mother Tongue, Filipino and

English in teaching and learning Stage 4

Stage 3 1.6.4 Show

? v
e
r Stage 2
1.6.3 Model
and support
colleagues in
the proficient
exemplary
skills in and
advocate the
use of Mother
Tongue, Filipino
s use of Mother and English in
teaching and
Tongue,
u Stage 1 Filipino and learning to
1.6.2 Display English to facilitate the
s proficient use improve learners'
Not mentioned 1.6.1 Use
of Mother teaching and language,
Tongue, learning, as cognitive and
Mother Filipino and well as to academic
Tongue, English to develop the development
Filipino and facilitate learners' pride and foster pride
English in teaching and of their of their
teaching and learning. language, language,
learning. heritage and heritage and
culture. culture.

Explicit mention
 Social Regard for Learning
NCBTS
Strand 1.1. Teacher’s actions
demonstrate value for learning
1.1.1. Implements school policies
and procedures
1.1.2. Demonstrates punctuality
1.1.3. Maintains appropriate
appearance
1.1.4. Is careful about the effect of
one’s behavior on students
Strand 1.2. Demonstrates that
learning is of different kinds and
from different sources
1.2.1. Makes use of various learning
experiences and resources
Professional Standards for Teachers
Strand 2.1 Learner safety and security
2.1.2 Establish safe and secure learning
environments to enhance learning through the
consistent implementation of policies, guidelines
and procedures
Strand 6.4 School policies and procedures
6.4.2 Comply with and implement school policies
and procedures consistently to foster harmonious
relationships with learners, parents, and other
stakeholders.
Strand 6.3 Professional ethics
6.3.2 Review regularly personal teaching practice
using existing laws and regulations that apply to
the teaching profession and the responsibilities
specified in the Code of Ethics for Professional
Teachers.
Strand 2.3 Management of classroom structure
and activities
2.3.2 Manage classroom structure to engage
learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities
within a range of physical learning environments.