D NCBTS FLyer latest
Key Issues for Effective Teaching
1. The National Competency-based Teacher Standards (NCBTS) is an important document that defines effective teaching in the Philippines. Through the efforts of the Teacher Education Council (TEC),
Department of Education (DepEd) and the Commission on Higher Education (CHED), the set of teaching standards was crafted with reference to
CHED Memorandum Order, CMO, No. 30, series of
2004 called Revised Policies and Standards for
Undergraduate Teacher Education Curriculum, a curriculum designed to respond to the features of the 10-year Basic Education
Program of the
Philippines.
2. The passage of the K to 12 Law (R.A. 10533) in
June 2013 as a response to the changes and challenges of the modern world has changed the landscape of teacher quality requirements in the country. Thus, the need to revisit the NCBTS.
3. The K to 12 Law introduced several reforms in basic education and these include the universalization of kindergarten, legalized by
Republic Act No. 10157 called “The Kindergarten
Act” signed on July 25, 2011. The law makes kindergarten accessible to and mandatory for all.
Thus, many teachers, including those handling kindergarten, need to be equipped with competencies for them to effectively handle learners from diverse backgrounds.
4. Another reform needed in the implementation of the K to 12 Law is the use of mother tongue as a medium of instruction in teaching different content areas in Grades 1 to 3. In schools and even in Teacher Education Institutions (TEIs), teachers were trained to use English and Filipino and not the mother tongue in teaching. NCBTS has not set such competency as a requirement for teachers. 5. While the NCBTS acknowledges a teacher's career path as a continuum, there is an opportunity to describe aspects of teacher quality within this continuum. The resulting, enhanced
NCBTS will identify what teachers know and can do at different stages of their career.
RESEARCH CENTER FOR TEACHER QUALITY
2nd Floor, Gusali ng WIka
Philippine Normal University
Taft Avenue, Manila
Telefax: +632-3369755; Trunk line +632-3171768 local 763/ 764
Email: rctq@pnu.edu.ph
The Project Team
John Pegg, Ph.D.
Marilyn U. Balagtas, Ph.D.
Director
UNE SiMERR National Research Centre
Director
PNU- RCTQ
Ken Vine, Ph.D.
Gina O. Gonong, Ph.D.
RESEARCH CENTER FOR TEACHER QUALITY
Philippine Normal University
Principal Research Adviser
UNE SiMERR National Research Centre
Deputy Director
PNU- RCTQ
Joy Hardy, Ph.D.
Jennie V. Jocson, Ph.D.
Principal Research Manager
UNE SiMERR National Research Centre
Senior Program Manager
PNU- RCTQ
Greg McPhan, Ph.D.
Teresita T. Rungduin, Ph.D.
Principal Research Manager
UNE SiMERR National Research Centre
The National Center for Teacher Education
Manila
Senior Program Manager
PNU- RCTQ
Rebecca Spence, Ph.D.
Senior Research Manager
UNE SiMERR National Research Centre
The Support Team
Allen U. Bautista*
Jennifer E. Lopez*
CHED
DepEd
Leana D. S. Patungan*
Chinita A. Tolentino*
CHED
DepEd
Edna Luz R. Abulon
Donna Marie B. De Mesa
PNU
PNU
Ma. Arsenia C. Gomez
Marla C. Papango
PNU
PNU
RCTQ-SiMMER Staff
* Members of the Working Group
The Reference Panel
CHAIRPERSON:
Hazel Aniceto
Portfolio Manager, Australian Embassy
MEMBERS:
Dr. Amelia A. Biglete
Dr. Purita P. Bilbao
Director IV, CHED
CHED Technical Panel for Teacher Ed.
Dr. Fe A. Hidalgo
Atty. Teresita R. Manzala
President, FUSE, Former Sec., DepEd
Chairperson, PRC
Mr. Abelardo Medez
Mr. Clodualdo Paiton
OIC, BEE- DepEd
Curr. Specialist, Voc-Tech- DepEd
Mr. Fernando Pantino
Dr. Yolanda B. Quijano
Senior Prog. Specialist, BSE- DepEd
Former Undersecretary, DepEd
Dr. Chito B. Salazar
Dr. Ethel Agnes P. Valenzuela
President, PBEd
Head, R.U., SEAMEO-INNOTECH
With the assistance of DFAT/APP, UNE and PNU officials and those in the Executive Committee and the Joint Advisory Board
RCTQ
Developmental–
National
Competency-based
Teacher Standards
(D—NCBTS)
Project Overview
DEVELOPMENTAL – NATIONAL COMPETENCY-BASED TEACHER STANDARDS
The D-NCBTS is a project of the Research Center for Teacher Quality (RCTQ), which is being funded by the Department of Foreign
Affairs and Trade/ Australian Aid Program (DFAT/ AAP) through the efforts of the University of New England (UNE) SiMERR National Research
Centre in partnership with the Philippine Normal University, the National Center for Teacher Education.
The Purpose
The Framework
The rationale for the project has been provided by key stakeholder feedback related to the current National Competency-based
Teacher Standards. It aims to prepare a set of developmental professional teacher standards that reflects the teacher quality requirements congruent with the K to 12 Reform. These standards would apply to pre-service and in-service teachers and provide a basis for enhancing professional practice at all levels of the profession. The standards are intended to describe key features of teachers’ readiness upon entry into the profession and progression through different stages of their teaching career. NCBTS
The framework shows that the project seeks to build on the current National Competencybased Teaching Standards (NCBTS) in the preparation and validation of the Developmental–NCBTS, a set of professional standards for teachers across stages. The process of preparation and validation will be informed by: (a) a deep analysis of the present NCBTS; (b) the literature on the world standards; (c) the findings of the Teacher
Needs Development Study (TDNS) now being conducted by RCTQ; (d) the discourse that relates to teacher quality, as well as other relevant documents; and (e) notably, by the requirements of the new K to 12 curriculum. The Process
Phase 1
of the project involves several stages, which are not necessarily linear in approach.
Stage 1 is an exhaustive review and analysis of various documents which will serve as baseline/ comparative data that will inform the next stages. Stage 2 entails a series of consultations with various stakeholders. Stage 3 covers the drafting of developmental standards with the working group while Stage 4 focuses on the revision of the draft based on the feedback of stakeholders.
Stage 5 requires national validation and verification of the draft set of standards. The validation will seek feedback from the stakeholders mainly through surveys and interviews.
Phase 2
focuses on ongoing consultations with key stakeholders concerning adoption of the
D-NCBTS by the profession.
Reviewing Standards for Teacher Quality
A DFAT Australian Aid Program through the University of New England – SiMERR National Research Centre in partnership with the Philippine Normal University – The National Center for Teacher Education
RCTQ
1. The National Competency-based Teacher Standards (NCBTS) is an important document that defines effective teaching in the Philippines. Through the efforts of the Teacher Education Council (TEC),
Department of Education (DepEd) and the Commission on Higher Education (CHED), the set of teaching standards was crafted with reference to
CHED Memorandum Order, CMO, No. 30, series of
2004 called Revised Policies and Standards for
Undergraduate Teacher Education Curriculum, a curriculum designed to respond to the features of the 10-year Basic Education
Program of the
Philippines.
2. The passage of the K to 12 Law (R.A. 10533) in
June 2013 as a response to the changes and challenges of the modern world has changed the landscape of teacher quality requirements in the country. Thus, the need to revisit the NCBTS.
3. The K to 12 Law introduced several reforms in basic education and these include the universalization of kindergarten, legalized by
Republic Act No. 10157 called “The Kindergarten
Act” signed on July 25, 2011. The law makes kindergarten accessible to and mandatory for all.
Thus, many teachers, including those handling kindergarten, need to be equipped with competencies for them to effectively handle learners from diverse backgrounds.
4. Another reform needed in the implementation of the K to 12 Law is the use of mother tongue as a medium of instruction in teaching different content areas in Grades 1 to 3. In schools and even in Teacher Education Institutions (TEIs), teachers were trained to use English and Filipino and not the mother tongue in teaching. NCBTS has not set such competency as a requirement for teachers. 5. While the NCBTS acknowledges a teacher's career path as a continuum, there is an opportunity to describe aspects of teacher quality within this continuum. The resulting, enhanced
NCBTS will identify what teachers know and can do at different stages of their career.
RESEARCH CENTER FOR TEACHER QUALITY
2nd Floor, Gusali ng WIka
Philippine Normal University
Taft Avenue, Manila
Telefax: +632-3369755; Trunk line +632-3171768 local 763/ 764
Email: rctq@pnu.edu.ph
The Project Team
John Pegg, Ph.D.
Marilyn U. Balagtas, Ph.D.
Director
UNE SiMERR National Research Centre
Director
PNU- RCTQ
Ken Vine, Ph.D.
Gina O. Gonong, Ph.D.
RESEARCH CENTER FOR TEACHER QUALITY
Philippine Normal University
Principal Research Adviser
UNE SiMERR National Research Centre
Deputy Director
PNU- RCTQ
Joy Hardy, Ph.D.
Jennie V. Jocson, Ph.D.
Principal Research Manager
UNE SiMERR National Research Centre
Senior Program Manager
PNU- RCTQ
Greg McPhan, Ph.D.
Teresita T. Rungduin, Ph.D.
Principal Research Manager
UNE SiMERR National Research Centre
The National Center for Teacher Education
Manila
Senior Program Manager
PNU- RCTQ
Rebecca Spence, Ph.D.
Senior Research Manager
UNE SiMERR National Research Centre
The Support Team
Allen U. Bautista*
Jennifer E. Lopez*
CHED
DepEd
Leana D. S. Patungan*
Chinita A. Tolentino*
CHED
DepEd
Edna Luz R. Abulon
Donna Marie B. De Mesa
PNU
PNU
Ma. Arsenia C. Gomez
Marla C. Papango
PNU
PNU
RCTQ-SiMMER Staff
* Members of the Working Group
The Reference Panel
CHAIRPERSON:
Hazel Aniceto
Portfolio Manager, Australian Embassy
MEMBERS:
Dr. Amelia A. Biglete
Dr. Purita P. Bilbao
Director IV, CHED
CHED Technical Panel for Teacher Ed.
Dr. Fe A. Hidalgo
Atty. Teresita R. Manzala
President, FUSE, Former Sec., DepEd
Chairperson, PRC
Mr. Abelardo Medez
Mr. Clodualdo Paiton
OIC, BEE- DepEd
Curr. Specialist, Voc-Tech- DepEd
Mr. Fernando Pantino
Dr. Yolanda B. Quijano
Senior Prog. Specialist, BSE- DepEd
Former Undersecretary, DepEd
Dr. Chito B. Salazar
Dr. Ethel Agnes P. Valenzuela
President, PBEd
Head, R.U., SEAMEO-INNOTECH
With the assistance of DFAT/APP, UNE and PNU officials and those in the Executive Committee and the Joint Advisory Board
RCTQ
Developmental–
National
Competency-based
Teacher Standards
(D—NCBTS)
Project Overview
DEVELOPMENTAL – NATIONAL COMPETENCY-BASED TEACHER STANDARDS
The D-NCBTS is a project of the Research Center for Teacher Quality (RCTQ), which is being funded by the Department of Foreign
Affairs and Trade/ Australian Aid Program (DFAT/ AAP) through the efforts of the University of New England (UNE) SiMERR National Research
Centre in partnership with the Philippine Normal University, the National Center for Teacher Education.
The Purpose
The Framework
The rationale for the project has been provided by key stakeholder feedback related to the current National Competency-based
Teacher Standards. It aims to prepare a set of developmental professional teacher standards that reflects the teacher quality requirements congruent with the K to 12 Reform. These standards would apply to pre-service and in-service teachers and provide a basis for enhancing professional practice at all levels of the profession. The standards are intended to describe key features of teachers’ readiness upon entry into the profession and progression through different stages of their teaching career. NCBTS
The framework shows that the project seeks to build on the current National Competencybased Teaching Standards (NCBTS) in the preparation and validation of the Developmental–NCBTS, a set of professional standards for teachers across stages. The process of preparation and validation will be informed by: (a) a deep analysis of the present NCBTS; (b) the literature on the world standards; (c) the findings of the Teacher
Needs Development Study (TDNS) now being conducted by RCTQ; (d) the discourse that relates to teacher quality, as well as other relevant documents; and (e) notably, by the requirements of the new K to 12 curriculum. The Process
Phase 1
of the project involves several stages, which are not necessarily linear in approach.
Stage 1 is an exhaustive review and analysis of various documents which will serve as baseline/ comparative data that will inform the next stages. Stage 2 entails a series of consultations with various stakeholders. Stage 3 covers the drafting of developmental standards with the working group while Stage 4 focuses on the revision of the draft based on the feedback of stakeholders.
Stage 5 requires national validation and verification of the draft set of standards. The validation will seek feedback from the stakeholders mainly through surveys and interviews.
Phase 2
focuses on ongoing consultations with key stakeholders concerning adoption of the
D-NCBTS by the profession.
Reviewing Standards for Teacher Quality
A DFAT Australian Aid Program through the University of New England – SiMERR National Research Centre in partnership with the Philippine Normal University – The National Center for Teacher Education
RCTQ