VALIDATION & INTEGRATION/CONSOLIDATION OF THE NCBTS-BASED TOS FOR LET

Legenda International Hotel, Olongapo City

NCBTS DOMAINS
Domain 1 – Social Regard
for
Learning
1.1 Teacher’s actions
demonstrates value for
learning.
1.2 Teacher
demonstrates that
learning is of different
kinds and comes from
different sources.
Domain 6 – Community
Linkages
6.1 Teacher establishes
learning an environment
that responds to the
aspirations of the
community.
Domain 7 – Personal and
Professional Learning Assessment
Growth Strategies
7.1 Teacher takes pride
in the nobility of teaching
as a profession.
7.2 Teacher builds
February 9-11, 2009
CHEd Memo 30 COMPETENCIES Percentage Weight
Professional Education
Courses
The Teaching Profession Determine ways and means to ensure the 20%
high standards of personal and
Social Dimension of professional development.
Education (The Global Teacher;
Teaching Competencies)
Field Study 1
Learners’ Development and Determine the roles of the teachers as
Environment active members of the community and as
global citizens responsible for the
Field Study 2 outcomes of their actions and for
Experiencing the Teaching- developing other citizens.
Learning Process (Intercultural communication;
Gender and development;
Field Study 3 Globalization and education)
Technology in the Learning
Environment Analyze historical, economic, socio-
cultural, geographical, environmental,
Field Study 4 political and social-psychological factors
Understanding Curriculum that affect the role of the school as an
Development agent of change.
(School as an agent of change)
Field Study 5
Interpret educational problems in the
light of philosophical and legal
foundations of education.
Field Study 6 (The Teacher as a Person in the Society;
On Becoming a Teacher The Professionalization of Teaching)
Practice Teaching Apply the four pillars of learning in
responding to the aspirations of the
professional links with community: learning to know; learning to
colleagues to enrich do; learning to live together; learning to
teaching practice. be.
(Four Pillars of Learning)
7.3 Teacher reflects on
the extent of the
attainment of
professional development
goals. Apply ethical principles and situations
involving teacher’s relationship with
various groups of people.
(Guide for Professional Teachers)

Reflect on professional teacher’s

accountability to learners’ performance
and achievement and to the teacher’s
total involvement in the teaching
profession.
(The Teacher as a Person in Society)
Domain 2 – Learning Principles of Teaching 1 and Select activities, teaching methods, 35 %
Environment 2 instructional materials and technology,
2.1 Maintains a learning classroom management techniques
environment of courtesy Curriculum Development appropriate for chosen subject-area.
and respect for different (Determining Appropriate Instructional
learners (e.g. ability, Educational Technology 1 Approaches and Methods, Learning Activities,
culture, gender) and 2 Instructional Materials and Tools)

2.2 Teacher makes the Developmental Reading 1/2 Apply appropriate approaches to lesson
classroom environment planning and curriculum development.
safe and conducive to Field Study 2 (Lesson Planning)
learning. Experiencing the Teaching-
Learning Process Choose appropriate principles in the
2.3 Teacher preparation and utilization of the
communicates higher Field Study 3 conventional and non-conventional
learning expectations to Technology in the Learning technology tools as well as traditional and
each learner. Environment alternative teaching strategies.
 (Other Modern Methods of Teaching;
2.4 Teacher establishes Field Study 4 Integrated Teaching; Guidelines on the
and maintains consistent Understanding Curriculum Selection and Effective Utilization of
standards of learner’s Development educational technology tools and resources)
behavior. Align curriculum components to
Practice Teaching instruction and assessment.
2.5 Teacher creates a (Linking curriculum, instruction and
healthy psychological assessment)
climate for learning.
Distinguish the roles of stakeholders
Domain 4 – Curriculum (students; teachers; employers; parents;
4.1 Teacher and community) In the delivery of the
demonstrates mastery of curriculum
the subject. (Delivering the Curriculum)

4.2 Teacher
communicates clear Use activities that enhance critical,
learning goals for the creative and metacognitive reading skills.
lessons that are (Honing of critical, creative and metacognitive
appropriate for learners. reading skills)

4.3 Teacher makes good Analyze extrinsic and intrinsic factors that
use of allotted affect reading performance.
instructional time. (Extrinsic and intrinsic factors that affect
reading performance)
4.4 Teacher selects
teaching methods,
learning activities and
instructional materials or
resources appropriate to
the learners and aligned
objectives of the lesson.

4.5 Teacher recognizes

general learning
processes as well as
unique processes of
individual learners.

4.7 Teacher
demonstrates skills in the
use of information and
communication
technology in teaching
and learning
Domain 1 – Social Regard
for Learning
1.2 Teacher
demonstrates that
learning is of different
kinds and comes from Field Study 1- Observation of
different sources.
Domain 2 –Learning
Environment
2.1 Maintains a learning
environment of courtesy
and respect for different
learners (e.g. ability,
culture, gender)
2.2 Teacher makes the
classroom environment
safe and conducive to
learning.
2.3 Teacher
communicates higher
learning expectations to
each learner.
Child and Adolescent Analyze the cognitive, metacognitive, 20%
Development motivational socio-cultural factors that
affect learning.
Facilitating Learning (Cognitive, metacognitive, motivational, socio-
cultural factors that affect learning)
the Learner and the Interpret theories and research findings
Learning Environment related to child and adolescent
development along the biological,
Field Study 2 – The linguistic, cognitive, social and
Teaching-Learning Process psychological dimensions.
(Biological, linguistic, cognitive, social and
Practice Teaching psychological dimensions of development of
children and adolescents)
Organize the learning environment that
promotes fairness regardless of culture,
family background, and gender,
responsive to learners’ needs and
difficulties.
(Individual differences in Learning;
Theories of styles)

2.4 Teacher establishes

and maintains consistent
standards of learner’s
behavior.

2.5 Teacher creates a

healthy psychological
climate for learning.

Domain 3 – Diversity of
Learners
3.1 Teacher determines,
understands and accepts
the learners’ diverse
knowledge and
experience.

Domain 5 – Planning, Assessment of Learning 1 Apply principles in constructing and 25%

Assessing, and Reporting and 2 interpreting traditional and
5.2 Teacher develops alternative/authentic forms of high
and uses a variety of Field Study 5 quality assessment.
appropriate assessment Learning Assessment (Roles of Assessment;
strategies to monitor and Strategies Principles of High Quality Assessment;
evaluate learning. Process and Product Oriented Performance-
Practice Teaching Based Assessment; Portfolio assessment;
5.3 Teachers regularly Development of classroom assessment tools;
monitors and provides Test Standardization)
feedback on learners’
understanding of content.

5.4 Teacher Utilize processed data and results in

communicates promptly reporting and interpreting learners’
and clearly to learners, performance to improve teaching and
parents and superiors the learning.
learner’s progress. (Utilization of assessment data;
Utilization and reporting of test results;
Planning and Implementing Parent-Teacher
 Conference)

Demonstrate skills in the use of

techniques and tools in assessing
affective learning.
(Affective assessment – competencies,
techniques and tools)

*Equivalencies for the mandated professional education courses (RA 7836 and RA 9293) are found in Annex A.

Prepared by:

DR. JUNE P. SALANA – Capitol University, Cagayan de Oro City

PROF. RODELIZA A. JAMIH – Notre Dame University, Cotabato City
DR. ANDRES JULIO V. SANTIAGO, JR. – University of Santo Thomas, Manila
DR. NENIE M. GALEDO – Supervisor for Teacher Education, CHED RO VI, Iloilo City
DR. NENITA V. QUIÑON – University of San Agustin, Iloilo City
DR. MILAGROS L. BORABO – Cento Escolar University, Manila City

Consultant:

ROSITA L. NAVARRO, PhD-Chairman, PACUCOA

 ANNEX A

Mandated NCBTS DOMAINS CHEd Memo 30 Professional COMPETENCIES

Professional
Education
Courses
Cluster I Domain 1 – Social Regard for
Foundations of Learning
Education 1.1 Teacher’s actions
demonstrates value for
*Philosophical and learning.
Legal Foundations
*Sociological 1.2 Teacher demonstrates
Foundations that learning is of different
kinds and comes from
different sources.
Domain 6 – Community
Linkages
6.1 Teacher establishes
learning an environment
that responds to the
aspirations of the
community.
Domain 7 – Personal and
Professional
Growth
7.1 Teacher takes pride in
the nobility of teaching as a
profession.
Education Courses
The Teaching Profession Determine ways and means to ensure the high
standards of personal and professional
Social Dimension of Education development.
(The Global Teacher;
Field Study 1 Teaching Competencies)
Learners’ Development and
Environment Determine the roles of the teachers as active
members of the community and as global
Field Study 2 citizens responsible for the outcomes of their
Experiencing the Teaching- actions and for developing other citizens.
Learning Process (Intercultural communication;
Gender and development;
Field Study 3 Globalization and education)
Technology in the Learning
Environment Analyze historical, economic, socio-cultural,
geographical, environmental, political and
Field Study 4 social-psychological factors that affect the role
Understanding Curriculum of the school as an agent of change.
Development (School as an agent of change)
Field Study 5 Interpret educational problems in the light of
Learning Assessment Strategies philosophical and legal foundations of
education.
Field Study 6 (The Teacher as a Person in the Society;
On Becoming a Teacher The Professionalization of Teaching)

7.2 Teacher builds
professional links with
colleagues to enrich
teaching practice.
7.3 Teacher reflects on the
extent of the attainment of
professional development
goals.
Cluster II Domain 2 – Learning
Principles and Environment
Strategies of 2.1 Maintains a learning
Teaching environment of courtesy and
respect for different learners
(e.g. ability, culture, gender)
2.2 Teacher makes the
classroom environment safe
and conducive to learning.
2.3 Teacher communicates
higher learning expectations
to each learner.
2.4 Teacher establishes and
maintains consistent
standards of learner’s
Practice Teaching
Principles of Teaching 1 and 2
Curriculum Development
Educational Technology 1 and 2
Developmental Reading 1/2
Field Study 2
Experiencing the Teaching-
Learning Process
Field Study 3
Technology in the Learning
Environment
Field Study 4
Understanding Curriculum
Apply the four pillars of learning in responding
to the aspirations of the community: learning
to know; learning to do; learning to live
together; learning to be.
(Four Pillars of Learning)
Apply ethical principles and situations
involving teacher’s relationship with various
groups of people.
(Guide for Professional Teachers)
Reflect on professional teacher’s
accountability to learners’ performance and
achievement and to the teacher’s total
involvement in the teaching profession.
(The Teacher as a Person in Society)
Select activities, teaching methods,
instructional materials and technology,
classroom management techniques
appropriate for chosen subject-area.
(Determining Appropriate Instructional Approaches
and Methods, Learning Activities, Instructional
Materials and Tools)
Apply appropriate approaches to lesson
planning and curriculum development.
(Lesson Planning)
Choose appropriate principles in the
preparation and utilization of the conventional
and non-conventional technology tools as well
as traditional and alternative teaching
strategies.
(Other Modern Methods of Teaching;
behavior.
2.5 Teacher creates a
healthy psychological
climate for learning.
Domain 4 – Curriculum
4.1 Teacher demonstrates
mastery of the subject.
4.2 Teacher communicates
clear learning goals for the
lessons that are appropriate
for learners.
4.3 Teacher makes good
use of allotted instructional
time.
4.4 Teacher selects
teaching methods, learning
activities and instructional
materials or resources
appropriate to the learners
and aligned objectives of the
lesson.
Development Integrated Teaching; Guidelines on the Selection and
Effective Utilization of educational technology tools
Practice Teaching and resources)
Align curriculum components to instruction
and assessment.
(Linking curriculum, instruction and assessment)
Distinguish the roles of stakeholders
(students; teachers; employers; parents; and
community) In the delivery of the curriculum
(Delivering the Curriculum)
Use activities that enhance critical, creative
and metacognitive reading skills.
(Honing of critical, creative and metacognitive
reading skills)
Analyze extrinsic and intrinsic factors that
affect reading performance.
(Extrinsic and intrinsic factors that affect reading
performance)

4.5 Teacher recognizes

general learning processes
as well as unique processes
of individual learners.

4.7 Teacher demonstrates

skills in the use of
information and
communication technology
 in teaching and learning
CLUSTER 3 Domain 1 – Social Regard for
Human Growth, Learning
Learning and 1.2 Teacher demonstrates
Development that learning is of different
kinds and comes from
different sources.
Domain 2 –Learning
Environment
2.1 Maintains a learning
environment of courtesy and
respect for different learners
(e.g. ability, culture, gender)
Child and Adolescent Analyze the cognitive, metacognitive,
Development motivational socio-cultural factors that affect
learning.
Facilitating Learning (Cognitive, metacognitive, motivational, socio-
cultural factors that affect learning)
Field Study 1- Observation of
the Learner and the Learning Interpret theories and research findings
Environment related to child and adolescent development
along the biological, linguistic, cognitive,
Field Study 2 – The Teaching- social and psychological dimensions.
Learning Process (Biological, linguistic, cognitive, social and
psychological dimensions of development of children
Practice Teaching and adolescents)

2.2 Teacher makes the Organize the learning environment that

classroom environment safe promotes fairness regardless of culture, family
and conducive to learning. background, and gender, responsive to
learners’ needs and difficulties.
2.3 Teacher communicates (Individual differences in Learning;
higher learning expectations Theories of styles)
to each learner.

2.4 Teacher establishes and

maintains consistent
standards of learner’s
behavior.

2.5 Teacher creates a

healthy psychological
climate for learning.

Domain 3 – Diversity of
Learners
3.1 Teacher determines,
understands and accepts the
 learners’ diverse knowledge
and experience.
CLUSTER 4 Domain 5 – Planning,
Measurement and Assessing, and Reporting
Evaluation 5.2 Teacher develops and
uses a variety of appropriate
assessment strategies to
monitor and evaluate
learning.
5.3 Teachers regularly
monitors and provides
feedback on learners’
understanding of content.
5.4 Teacher communicates
promptly and clearly to
learners, parents and
superiors the learner’s
progress.
SUGGESTIONS FOR CHED MEMO 30
Teaching Profession may be changed to Foundations of Teaching Profession in order to clearly cover the very foundations
Assessment of Learning 1 and 2 Apply principles in constructing and
interpreting traditional and
Field Study 5 alternative/authentic forms of high quality
Learning Assessment Strategies assessment.
(Roles of Assessment;
Practice Teaching Principles of High Quality Assessment;
Process and Product Oriented Performance-Based
Assessment; Portfolio assessment;
Development of classroom assessment tools;
Test Standardization)
Utilize processed data and results in reporting
and interpreting learners’ performance to
improve teaching and learning.
(Utilization of assessment data;
Utilization and reporting of test results;
Planning and Implementing Parent-Teacher
Conference)
Demonstrate skills in the use of techniques
and tools in assessing affective learning.
(Affective assessment – competencies, techniques
and tools)