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
You May Also Find These Documents Helpful
-
National Curriculum (2010) A Framework of Personal, Learning and Thinking Skills, Qualifications and Curriculum Authority [www]…
- 5839 Words
- 18 Pages
Powerful Essays -
Aligned with NCLB. Teachers in core subjects must be highly qualified by 2006. Bachelor's degree, license or certificate, and demonstrated content area knowledge…
- 1801 Words
- 8 Pages
Powerful Essays -
These new core standards will require teachers, trainers, and tutors in colleges or publicly funded organisations to hold an appropriate teaching qualification.…
- 586 Words
- 3 Pages
Good Essays -
The Common Core State Standards (CCSS) is the new standard for driving the creation of curriculum. “Moving from the previous state standards to the CCSS requires fundamental shifts in the way teachers teach, the way students learn and are assessed, and the way leaders lead.” (Fratz, 2013)…
- 179 Words
- 1 Page
Satisfactory Essays -
References: Board of Nursing. (n.d.) National competency standards for Filipino nurses., retrieved March 30, 2012, from http://bonphilippines.org/index.php?option=com_content&task=view&id=261&Itemid=41…
- 1579 Words
- 7 Pages
Powerful Essays -
NCLB's measurement of proficiency, or "Adequate Yearly Progress" (AYP), has largely been discredited due to its inability to measure growth and account for increasing performance targets. Still, NCLB provided, at the very least, some basis of comparison between state proficiency levels, especially once state standards were calibrated to federal standards measured by the National Assessment of Educational Progress (NAEP) tests.…
- 1904 Words
- 8 Pages
Powerful Essays -
The National Curriculum was established in 1989 to ensure same standards of education across the nation. State Schools in England must teach and cover all subjects according the children’s Key stages, which are divided and set out by the National Curriculum. There are four Key Stages, those children ages 5 to 16 are taken through during their school life. For Example Key Stage 1 is thought during years1 and 2 of Primary school. True these system teachers know what subjects should be though in each year of school and what skill; knowledge and understanding should be achieve by their pupil. Teachers also can assess how well the pupil doing in each subject and how they can give parents information about their Childs progress. From year to year the National Curriculum tries to improve the maintaining of the school consist. The new curriculum aims to give schools and teachers more flexibility about what they teach and how they plan their lessons. At the end of each Key stage Children are tested on what they have been learning at school. This is called SATs.…
- 696 Words
- 3 Pages
Satisfactory Essays -
Instruction should be scientifically based, using the latest research and methods that have been proven to be effective in the classroom. Instruction should be differentiated for the diverse learners in the classroom. The intensity of the work should meet the needs of the specific learner and be evidenced based (PBIS site). Higher level thinkers are tasked with the more difficult, less directed assignments, while the other students in the classroom work on assignments that are tailored to their ability levels. Students who fail to make adequate progress are put on interventions to supplement their education and improve their performance. Having highly qualified teachers in the classroom is an integral part of ensuring high quality instruction. Most states have rigorous procedures in place to guarantee that the educators in the state are erudite in the content they teach and the pedagogical approaches used in the classroom.…
- 1190 Words
- 5 Pages
Good Essays -
These problems can be solved by more rigorous training in the above said weak areas. This…
- 3528 Words
- 15 Pages
Powerful Essays -
In terms of leadership, these standards as stated previously are very similar. I am sure this not by accident. Given that they are widely known, the evaluation tool used to evaluate must be derived from them. Cincinnati Public Schools has always been on the cutting edge of the latest research in relation to teacher performance and basic standards in practice so it is not surprising to see it in these published standards.…
- 1553 Words
- 5 Pages
Best Essays -
Introduced in the UK by the government (1988), the National Curriculum is several themes and ideals used by schools to children whilst teaching them the same things. It ensures that the teacher knows what is to be taught, to what standard. The curriculum is divided in to four groups, to teach children at a certain level based on their age group. The key stages consist of the following groups; Key Stage 1-4.…
- 382 Words
- 2 Pages
Good Essays -
The national curriculum ensures each child is given a fair and varied education. As part of the curriculum children must sit Standard assessment tests (SAT’s), these tests ensure children are meeting required levels and being given the support they require. The national curriculum ensures each school provides a high quality education to give students the best possible start to adult life.…
- 1231 Words
- 5 Pages
Powerful Essays -
Spady titled Competency Based Education: A Bandwagon in Search of a Definition, he begins by laying out what in theory seem to be the advantages of implementing a competency-based education system, the first of these being clear outcomes. In a normative system, the decision as to whether or not you have met a course’s instructional goals and should therefore pass the course is left to the discretion of the teacher or instructor. For example, in a typical high school, freshman students are required to take English 9 or a class equivalent to it. One of the standards for that class states that, “students will be able to identify parts of speech”. The problem with this is that it is not specific enough. It doesn’t tell you things like what parts of speech or how many parts of speech one should know before passing the class. These decisions are left up to the teacher and for that reason students who all took the same class will come out with varying degrees of ability. Spady writes, “CBE takes the surprises out of the instructional-certification process by encouraging collaborative decision making regarding goals, by placing these goals “up front” as guides for both teachers and learners, and by attaching those goals to explicit and reasonably concrete behavioral referents.” (Spady 10) Ideally, students would have multiple opportunities for assessment to determine whether or not they are meeting their goals and remediation classes if…
- 3510 Words
- 15 Pages
Best Essays -
all students, and to do this properly; they must follow a set of standards that…
- 819 Words
- 4 Pages
Good Essays -
Also after reading the handout, and the PowerPoint presentation; along with the New Jersey Core Curriculum standards, and the NCLB Act, I've realized that, one who leads a school or an facility that house students must develop a curriculum that best suits all students. This may become successful by, (1) developing the knowledge base. (2) Identify the constraints and resources.(3) Determine the criteria to be used in evaluating the present program of studies. (4) Use the criteria in designing a comprehensive evaluation. (5) Systematize data, make final assessments for each criterion, and report results in a public document. (6) Discuss the final report with parents and teachers and prepare a strategy for action. (Glatthorn & Jailall, 2009, p. 79).…
- 458 Words
- 2 Pages
Good Essays