National Competency-Based
Teacher Standards (NCBTS)
Assessment & Analysis
Sharyll Mae A. Alboňa, MAEd
Presentor
Outline
I- Basic Education Sector Reform Agenda (BESRA)
II- National Competency-Based Teacher Standards (NCBTS)
A. TNSA Fo...
It is part of BESRA
Key Reform Thrusts (KRTs)
Why the
National
Competency-
Based Teacher
Standards
(NCBTS) ?
BESRA KRT #2
• Enable teachers to
further enhance their
contribution to
learning outcomes
• Teachers are
responsible for t...
National Competency-Based Teacher
Standards (NCBTS)
 an integrated theoretical framework that
defines the different dimen...
standardizes the definition of what effective teaching is.
National Competency-Based Teacher
Standards (NCBTS)
It provid...
HOW SHOULD TEACHERS USE THE
NCBTS?
as a guide to reflect on ones own current teaching
practices
 as a framework for crea...
What is NCBTS-
Teacher Strengths
and Needs
Assessment
(TSNA)?
NCTBS-TSNA
• A self-assessment tool that would help every
teacher determine individual strengths and needs
according to th...
Indicator
concrete, observable, and measurable teacher behaviours, actions, habits, routines, and practices
known to creat...
NCBTS Framework
Domains Strands Indicators KSA
Domain 1-Social Regard for
Learning
2 5 18
Domain 2- Learning Environment 5 17 59
Domain 3-...
Code for Competency Level: L- Low F- Fair
S- Satisfactory H- High
Strand 1.1 Teacher’s actions demonstrate value for learn...
General Directions for
Accomplishing the TSNA
1. Fill out the Teacher’s Personal Data Sheet
2. Answer to NCBTS-TSNA tool (...
General Directions for Accomplishing the TSNA
• 2.2 Respond to every item which begins with a common stem
“At what level d...
General Directions for Accomplishing the TSNA
• 3. Accomplish TSNA Form 2
• 4. Accomplish TSNA form 3- Individual Scoring
...
Item H S F L
CI-1.1.1 1 √ *18/5=3.6
2 √
3 √
4 √
5 √
CI- 1.1.2 6 √ *10/3=3.33
7 √
8 √
CI-1.1.3 9 √ *12/3=4
10 √
11 √
CI- 1....
DOMAIN 1. SOCIAL REGARD FOR LEARNING
Domain Strand Strand Competency
D1 S1 C1 C2 C3 C4 S2 C1
IndexValues *3.58+3.33/2 S.1....
TSNA Form 3-Teacher Professional Development Index (TPDIndex)
Competency
Level
Labels for
the Index
Description
3.51-4.00 ...
IPPD Form 1- Teacher’s Individual Plan for Professional Development (IPPD)
IPPD FORM 1- TEACHER’S INDIVIDUAL PLAN FOR PROF...
IPPD Form 3: Self-Monitoring Check
Self-Monitoring
Check
1. Am I always conscious of my professional development goal and ...
National Competency-Based Teacher Standards (NCBTS)
National Competency-Based Teacher Standards (NCBTS)
National Competency-Based Teacher Standards (NCBTS)
National Competency-Based Teacher Standards (NCBTS)
National Competency-Based Teacher Standards (NCBTS)
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National Competency-Based Teacher Standards (NCBTS)

NCBTS for Teachers- Philippines
Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - National Competency-Based Teacher Standards (NCBTS)

  • 1. National Competency-Based Teacher Standards (NCBTS) Assessment & Analysis Sharyll Mae A. Alboňa, MAEd Presentor
  • 2. Outline I- Basic Education Sector Reform Agenda (BESRA) II- National Competency-Based Teacher Standards (NCBTS) A. TNSA Form 1 B. TNSA Form 2 C. TNSA Form 3 III- Individual Plan for Professional Development ( IPPD) A. IPPD Form 1 B. IPPD Form 3
  • 3. It is part of BESRA Key Reform Thrusts (KRTs) Why the National Competency- Based Teacher Standards (NCBTS) ?
  • 4. BESRA KRT #2 • Enable teachers to further enhance their contribution to learning outcomes • Teachers are responsible for their continuous professional growth NCBTS
  • 5. National Competency-Based Teacher Standards (NCBTS)  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. all aspects of a teacher’s professional life and in all phases of teacher development
  • 6. standardizes the definition of what effective teaching is. National Competency-Based Teacher Standards (NCBTS) It provides a better guide for all teacher development programs and projects from school level up to the national level. Various stakeholders and institutions use the NCBTS in their roles to maintain quality education through effecting teaching and learning.
  • 7. HOW SHOULD TEACHERS USE THE NCBTS? as a guide to reflect on ones own 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  as set of guidelines for cooperating teachers to support the FS Students (FSS) and Student Teachers (ST)
  • 8. What is NCBTS- Teacher Strengths and Needs Assessment (TSNA)?
  • 9. NCTBS-TSNA • A self-assessment tool that would help every teacher determine individual strengths and needs according to the standards set by the National Competency-Based Teacher Standards
  • 10. Indicator concrete, observable, and measurable teacher behaviours, actions, habits, routines, and practices known to create, facilitate, and support enhanced student learning. Strand more specific dimensions of positive teacher practices under the broad conceptual domain Domain distinctive sphere of the teaching-learning process well defined arena for demonstrating positive teacher practices Defined in terms of principle of ideal teaching associated with enhancing student learning Hierarchical Organizational of CBTS
  • 11. NCBTS Framework
  • 12. Domains Strands Indicators KSA Domain 1-Social Regard for Learning 2 5 18 Domain 2- Learning Environment 5 17 59 Domain 3- Diversity of Learners 1 8 27 Domain 4- Curriculum 7 22 78 Domain 5- Planning, Assessing and Reporting 4 12 40 Domain 6- Community Linkages 1 6 18 Domain 7- Personal Growth and Professional Development 3 10 30 Total – 7 23 80 270 Summary of the Distribution of the Domains, Strands, Indicators and the KSAs of the TSNA.
  • 13. Code for Competency Level: L- Low F- Fair S- Satisfactory H- High Strand 1.1 Teacher’s actions demonstrate value for learning Indicator 1.1.1. Implements school policies and procedures At what level do I… L F S H 1 know school policies and procedures? 2 Understand school operations? 3 implement school policies and procedures? 4 inform students, parents, and other concerned persons regarding school policies and procedures? 5 abide by school policies and procedures? NAME: _________________________________ DATE: ___________ NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING Please do not leave any item unanswered. C - competency
  • 14. General Directions for Accomplishing the TSNA 1. Fill out the Teacher’s Personal Data Sheet 2. Answer to NCBTS-TSNA tool (Form 1) 2.1 Read in detail and reflect on every item in the tool. Take note that the TSNA items consists of KSAs under each Competency Indicator (CI). Each CI belongs to a strand that corresponds to the seven domains of the NCBTS.
  • 15. General Directions for Accomplishing the TSNA • 2.2 Respond to every item which begins with a common stem “At what level do I…” The choices are described in the chart that follows: Code for Competency Level Assigned Numerical Rating Interpretation H- High 4 This is my strength, may not be a priority training or professional development need, but I should continue to enhance this competency. S- Satisfactory 3 My level of competence in the KSA is satisfactory. I would benefit from further training and professional development. F- Fair 2 My level of competence in the KSA is fair. I need further training and professional development as a priority. L-Low 1 My level of competence in the KSA is low. I urgently need training and professional development.
  • 16. General Directions for Accomplishing the TSNA • 3. Accomplish TSNA Form 2 • 4. Accomplish TSNA form 3- Individual Scoring Template
  • 17. Item H S F L CI-1.1.1 1 √ *18/5=3.6 2 √ 3 √ 4 √ 5 √ CI- 1.1.2 6 √ *10/3=3.33 7 √ 8 √ CI-1.1.3 9 √ *12/3=4 10 √ 11 √ CI- 1.1.4 12 √ *15/4=3.37 13 √ 14 √ 55/15 15 √ 3.66 CI- 1.2.1 16 √ 17 √ *10/3 18 √ 3.33 TSNA Form 2- ANSWER SHEET DOMAIN 1. SOCIAL REGARD FOR LEARNING S1.1 Teacher's actions demonstrate value for learning S.1.2 : Demonstrates that learning is of different kinds.
  • 18. DOMAIN 1. SOCIAL REGARD FOR LEARNING Domain Strand Strand Competency D1 S1 C1 C2 C3 C4 S2 C1 IndexValues *3.58+3.33/2 S.1.1Teacher's action 3.6 3.33 4 3.37 S.1.2Teacher demonstrates 3.33 *3.46 demonstratevalue that learningis of different for learning.( 3.58) kinds andcomes from (S1+S2/2) (copythestrand) different sources (3.33) IndexValueDescriptor Experienced Expert Expert Experienced Expert Experienced Experienced Experienced TeacherProfile in BarGraph Domain Strand Strand Competency D1 S1 C1 C2 C3 C4 2 C1 4 3 2 1 TNSAForm3-IndividualScoring Template Competency Competency
  • 19. TSNA Form 3-Teacher Professional Development Index (TPDIndex) Competency Level Labels for the Index Description 3.51-4.00 Expert Teacher has almost all the competencies at high levels for effective teaching. These are the identified strengths. Strengths have to be sustained and enhanced however professional development needs have to continuously address. 2.51-3.50 Experienced Teacher has majority of the competencies at high levels for effective teaching. Strengths have to be enhanced. Training and professional development needs have to be addressed. 1.51-2.50 Developing Teacher has the average of the competencies at high level for effective teaching. These strengths have to be enhanced however, training needs have to ne addressed as a priority. 1.00-1.50 Beginning Teacher has few competencies at high levels for effective teaching. Training needs have to be addressed as priority and with urgency.
  • 20. IPPD Form 1- Teacher’s Individual Plan for Professional Development (IPPD) IPPD FORM 1- TEACHER’S INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD) School Year: ________ Name of Teacher: _______________ Position: _______ School: _____ District:____ Division:____ Region:____ Professional Development Goal: Objectives Methods/Strategies Resources Time Frame Success Indicator (What competencies will I enhance?) (What professional activities will I undertake to achieve my objectives?) (What will I do to access resources?) (When do I expect to have accomplished the activities) (What NCBTS competencies would I have enhanced?) (What learners’ performance would have been improved?) A. B. C. Commitment I am a Professional Teacher. I am responsible for my personal and professional growth. Henceforth, I commit my best to attain the goal and objectives I have set hereunto for my professional development, not only for my benefit but also for my school’s improvement and most of all, for my learners’ progress. Signature: ____________________________________ Date: __________________ Teacher Attested to : ____________________________________ Date: ___________________ Peer Advised by: _____________________________________ Date: ___________________ School Head
  • 21. IPPD Form 3: Self-Monitoring Check Self-Monitoring Check 1. Am I always conscious of my professional development goal and objectives? (Write your objectives in the first column). 2. What have I accomplished so far? (Write activities you have done and the specific NCBTS competencies that have been enhanced in the appropriate columns.) Objectives Set Time of the Year Accomplishments Professional Development Activities Done Specific NCBTS Competencies Enhanced (Strands) A B C Commitment I am a Professional Teacher. I am responsible for my personal and professional growth. Henceforth, I commit my best to attain the goal and objectives I have set hereunto for my professional development, not only for my benefit but also for my school’s improvement and most of all, for my learners’ progress. Signature: ____________________________________ Date: __________________ Teacher Attested to : ____________________________________ Date: ___________________ Peer Advised by: _____________________________________ Date: ___________________ School Head