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Focus
Content to teach
1
knowledge
Pedagogical knowledge
Curricular knowledge
Learner knowledge
Cultural/community
knowledge
How to teach
What to teach
Whom to teach
Sensitivity to settings where one
teaches
an effective Filipino teacher which is standardized or the same to all basic education
teachers in the country. This professional development guide was made in September,
2006 by the Department of Education through the Teacher Education Council.
What are the legal bases of NCBTS?
The crafting of NCBTS is anchored on Republic Act No. 9155 or the Basic
Education Act and the Basic Education Sector Reform Agenda (BESRA) as well as R.A.
7784,the law creating the Teacher Education Council (TEC). However, the
implementation and adoption of NCBTS in all public elementary and secondary schools
in the country is legitimized by DepEd Order No 32. s. 2009.
What is the NCBTS?
The NCBTS is a student centered mode of teaching which is a complete departure
from the traditional teacher focused teaching and learning. It is an integrated theoretical
framework that defines the different dimensions (i.e., core competencies, principles, and
values) of effective teaching. This framework is balanced because it is anchored on the
different educational theories that govern what makes an effective teaching. Moreover,
NCBTS clearly articulates the strategic and indispensable role of the teacher in the
learning process of the students. The assumption is that the quality of students is just as
good as the quality of their teachers. This is short to saying, enhance the competencies of
the teachers and the learning of the students will also improve.
What does standard mean?
A standard may mean criterion, benchmark, model, measure, and paradigm. From
this meaning, the NCBTS as a standard means setting the criteria, benchmark, model,
measure, and paradigm for what it takes to be an effective Filipino Teacher. In short, it
identifies the key elements of quality teaching.
What Does Competency-Based Mean?
The DepEd NCBTS, A Professional Guide for Filipino Teachers (2006), defines
competency-based to mean the standards or criteria for characterizing good teaching
measured in terms of what the teacher is competent to do. Instead of measuring good
teaching practice in terms of teachers credentials, LET scores, grades in graduate school,
degrees, personality traits, and so on, what is measured is what the teachers can do
competently.
What is meant by effective teaching under NCBTS?
Effective teaching may connote manifold meaning. However, NCBTS defines
effective teaching as being able to employ practices that help all types of students learn
the different learning goals in the curriculum. It is making teachers become effective
facilitators of learning. As facilitators, stress is made on the ability of teachers to support
or scaffold the learning needs of diverse students instead of mere transmission of
knowledge.Put simply, effective teaching is helping students learn better and teachers are
measured on how competent they are in helping students learn. It puts primary emphasis
on the quality of assistance extended by teacher who brings optimal learning rather than
the quantity of topics taught.
Who crafted NCBTS?
The NCBTS is a concerted effort of four (4) agencies namely (a) Teacher
Education Council (TEC); (b) Department of Education (DepEd);(c) Commission on
Higher Education (CHED) and;(d) Professional Regulation Commission (PRC).
3
Indicato
5
17
8
22
12
Community linkages
Personal growth and development
Total
1
3
23
6
10
80
Indicato
Be punctual
Indicato
r1
r2
r3
Indicato
r4
Indicato
r5
Indicato
r6
teachers should ask: Do I create physical and social class environments that allow my
students to attain maximum learning?
1
r1
r2
Indicato
r3
Strand
2
Indicato
r4
Indicato
r5
Indicato
r6
Strand
3
Indicato
r7
Indicato
r8
Indicato
r9
Indicato
r 10
Strand
4
Indicato
r 11
Indicato
r 12
Indicato
r 13
Indicato
r 14
Strand
5
Indicato
r 15
Indicato
r 16
Indicato
r 17
1
r1
r2
r3
Indicato
r4
Indicato
r5
Indicato
r6
Indicato
r7
Indicato
r8
4) Curriculum This domain refers to all elements of the teaching-learning process that
work in convergence to help students attain high standards of learning and
understanding of the curricular goals and objectives. These elements include their
knowledge of their respective subject matters, teaching-learning approaches and
activities, as well as instructional materials, learning resources and information and
communications technology (ICT). To measure their competence along this domain,
teachers should ask:Can my students understand and attain the goals of the
curriculum through the various learning resources and activities I prepared?
1
r1
r2
r3
Domain 4 Curriculum
Strand
Demonstrate mastery of the subjects they teach. They
should:
Indicato
Deliver accurate and updated content knowledge using
appropriate methodologies, approaches, and strategies
Indicato
Integrate language, literacy, and quantitative skills development
and values in their subject areas
Indicato
Clearly and accurately explain learning goals, instructional
procedures, and content to their students
Indicato
Link current content with past and future lessons
r4
Indicato
r5
Indicato
r6
Indicato
r7
Indicato
r8
Indicato
r9
Strand
2
Indicato
Indicato
Strand
r1
r2
3
Indicato
r1
Indicato
r2
Strand
4
Indicato
r1
Indicato
r2
Indicato
r3
Indicato
r4
Indicato
r5
Indicato
r6
Strand
5
Strand
6
5) Planning, assessing, and reporting This domain refers to the aligned use of
assessment and planning activities to ensure that the teaching-learning activities are
maximally appropriate to the students current knowledge and learning levels. In
particular, the domain focuses on the use of assessment data to plan and revise
teaching-learning plans, as well as the integration of formative assessment procedures
in the plan and implementation of teaching-learning activities.To measure their
competence along this domain, teachers should ask:Do I assess my students learning
and knowledge using appropriate educational assessment procedures and do I use
the information from these assessment procedures in planning their teaching learning
activities?
r1
Indicato
Indicato
r2
r3
Strand
2
Indicato
r4
Indicato
r5
Indicato
r6
Indicato
r7
Indicato
curriculum
Employ non-traditional assessment techniques such as using a
portfolio, journals, and rubrics
Interpret and use assessment results to improve the teachinglearning process
Identify teaching-learning difficulties and their possible causes
and take the appropriate action to address them
Use tools to assess authentic learning.
r8
Strand
3
Indicato
r9
Indicato
r10
Strand
4
Indicato
r 11
Indicato
r12
6) Community linkages This domain focuses on the school activities that are
meaningfully linked to the experiences and aspirations of the students in their homes
and communities. It also focuses on teachers efforts directed at strengthening the
links between school and community activities, particularly as these links help in the
attainment of the curricular objectives.To measure their competence along this
domain, teachers should ask:Are the goals and characteristics of the teachinglearning activities I implement relevant to the experiences, values, and aspirations of
their students?
1
r1
r2
r3
Indicato
Indicato
r4
r5
Indicato
r6
7) Personal growth and development This domain emphasizes the ideal that teachers
should have a high personal regard, concern for professional development, and
continuous improvement as teachers.To measure their competence along this domain,
teachers should ask:Do my actions and statements indicate a high regard for the
teaching profession and for my continuous development as a professional?
Domain 7 Personal Growth and Development
Strand
Takes pride in the nobility of teaching as a profession
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1
Indicato
r1
Indicato
r2
Indicato
r3
Indicato
r4
Strand
2
Indicato
r5
Indicato
r6
Strand
3
Indicato
r7
Indicato
r8
Indicato
r9
Indicato
r10
Can the strengths and weaknesses of teachers be determined using the NCBTS?
According to the NCBTS-TSNA Orientation Manual Guide for Trainers and
Implementers and Toolkit (2013), the strengths and needs of teachers shall be determined
through accomplishments of Teacher Strengths and Needs Assessment (TSNA) was
designed in the context of NCBTS. The TSNA is a self-assessment tool. It is anchored on
the overarching concept of teacher professional development to promote student learning.
Results obtained from the TSNA shall be used as input for making the teacher Individual
Plan for Professional Development (IPPD) and ultimately, the IPPD becomes input to the
crafting of School Improvement Plan (IPPD).
What are the general purposes of TSNA?
NCBTS-TSNA Orientation Manual Guide for Trainers and Implementers and
Toolkit lays the general purposes of TSNA as follows:
1. To gather data for the continuous training and professional development of
teachers;
2. To identify teachers professional attributes, knowledge, understanding, skills, and
attitudes; and
3. To identify teacher strengths that would complement the learning needs and
requirements of the learners.
What are the specific purposes of TSNA?
The specific purposes of TSNA, according to the NCBTS-TSNA Orientation
Manual Guide for Trainers and Implementers and Toolkit,are as follows:
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1. The TSNA results to a teacher individual profile along the seven domains, the
strands, and the indicators.
2. From analysis and interpretation based on the TPD Index, the teacher can
determine the trainings which are urgently needed.
Moreover, the individual profile of the teachers may now be considered by the
school head in the School Improvement Plan (SIP) and the Annual Improvement Plan
(AIP). Significantly, the collective profile of the teachers may also be utilized in the
Division Educational Development Plan.
How is the competency of teachers measured under the NCBTS?
The Competency-Based Performance Appraisal System for Teachers (CB-PAST)
shall be used to appraise the quality of teachers accomplishments over a period of time.
In the CB-PAST, teachers are measured based on the level by which they demonstrate
these competencies or domains, strands, and indicators. This system adheres to standards
of competency-based performance as indicated in the NCBTS domains and enriched by
the job-embedded requirements. The teachers and raters (e.g., school head) use
designated tools for assessment, the results of which will be applied for incentives,
awards, and promotions. These performance ratings shallthen be reviewed by the next
higher school official in line, for approval by the superintendent.
What is the interpretation for the TPD Index?
The NCBTS-TSNA Orientation Manual Guide for Trainers and Implementers and
Toolkit presents the interpretation for the TPD Index as follows:
Com
Lab
Description
petency level el of the
Index
3.51
Expe
Teacher has almost all the competencies for
4.00
rt
effective teaching at high level. These are the identified
strengths, which have to be sustained and enhanced
2.51
Expe
Teacher has majority of the competencies at high
3.50
rienced
level for effective teaching. Enhance strengths, training
and professional needs to be addressed
1.51
Dev
Teacher has average of all the competencies at
2.50
eloping
high level for effective teaching. Enhance strengths,
training and professional needs to be addressed with
priority.
1.00
Begi
Teacher has very few of the competencies at high
1.50
nning
level for effective teaching. Priority and urgency be given
to training needs
Competencies to be developed by 21st Century Teachers
Living successfully in the21st century requires knowing the how tos of learning.
To become a lifelong learner, students have to master 21 st century skills which are sets of
competencies essential to prepare them for the challenges they face in life and work
environment. In responding to this call, it demands teachers to possess qualities that must
develop these needed skills. They, too, must possess 21 st century competencies inasmuch
as they teach 21st century students who are living in the 21 st century environment.
However, a word of caution has to be made relative to the discussion of this concept. 21 st
century skills are not always concerned with the use of information literacy as well as
14
information and communications technology. They are rather concerned with the holistic
skills needed by students to become self-managing and become lifelong learners.
What are the 21st century skills?
One of the most common ways to present 21 st century skills is through the four (4)
Cs as follows:
1. Communication it means sharing of thoughts, questions, ideas, and solutions.
Students who have developed good communication skills in the classroom are
more able to express their thoughts and feelings effectively as well as give
solutions to the problems they soon encounter when they grow as adults and
workers in society.
2. Collaboration it means working together to reach a goal. It also means putting
talent, expertise, and smarts to work. Students who have been used to collaborate
tend to become effective team players in their future social and professional
activities. They show cooperation in all undertakings and offer collective
decisions and solutions instead of a very individualistic and uncooperative
behavior.
3. Critical thinking it means looking at problems in a new way and linking
learning across subjects and disciplines. Students who show critical thinking are
able to identify the root of a problem and apply multiple solutions learned from
different perspectives. In effect, they will soon become successful because they
are capable of planning and making right choices in life.
4. Creativity it means trying new approaches to get things done. It is a term that is
synonymous with innovation and invention. Students whose creativity is
developed in school tend to be more innovative in performing their work and
their personal activities in the future. Creative students are able to introduce new
ways of doing things in their personal and organizational lives leading to greater
performance, productivity, and success.
What are the 21st century skills to be possessed by Filipino graduates according to
DepEd?
According to the DepEd, there are four (4) 21st Century Skills that are to be
possessed by graduates in order to live meaningfully in this world namely; (a) Effective
Communication Skill ways of thinking; (b) Learning and Innovation Skill ways of
working; (c) Information, media and technology skill tools for working; and (d) Life
and career skill ways of living in the world. These are the expected graduate attributes
after schooling which becomes essential tools to live healthily and meaningfully in this
world. Congruently, these are the competencies to be first developed and demonstrated by
the teachers if they so desire to imbue their students with such 21st century skills.
21stCentury
Skills
to
be
developed by graduates
Effective Communication Skill In
life and in the workplace, individuals need
to be good communicators to articulate
their thoughts clearly and effectively in
written, oral, and in non-verbal means.
This skill is becoming more important in
public life of individuals because the21 st
century environment is more culturally
15
Teaming
Collaboration
Interpersonal skills
Local, national and global
orientedness
Interactive communication
(Ways of thinking)
Creativity
Curiosity
Critical thinking
solving skills
Risk taking
problem
to express themselves, share their ideas, and learn from one another. Strong team
communications can also help students achieve the desired goals and outputs of
their team because there is open and positive learning environment. They are also
able to work with teams because they become team players.
Interpersonal skills It is the way people express their feelings and thoughts in a
face to face encounter. Developing interpersonal skills in the students means
teaching them how to verbally and non-verbally communicate their thoughts and
feeling through acceptable gestures, touch, voice, and facial expressions.
Local, national, and global orientedness it is the ability to think that everything
and everyone is interrelated and interdependent. Students must be taught to
develop a balance of local, national, and global perspectives because everyone
lives in one roof called earth. They should not only investigate the details of local
and national issues but they must see the big picture of life in all its different
dimensions because all of these affect everyone. These include, but not limited to
global economy, politics, health, and environment.
Curiosity Curiosity is the entry point towards learning and it is the intrinsic
motivator towards innovating. It is when the inquisitiveness of the students is
cultivated that they connect what they do not know to what they know. In life and
in the work environment, there is a need that individuals need to be curious in
almost everything as this sparks discovery, inventiveness, and out of the box
thinking.
Critical thinking problem solving skills This skill entails reasoning effectively
and making rational judgments and decisions in solving significant problems in
life. Amidst complex life and work environment, individuals must be able to
render rational choices and decisions that lead to better solutions of their personal,
collective, and professional issues and problems.
Risk taking It is the ability to accept challenge beyond ones comfort zone
usually for the purpose of achieving progress and gaining new opportunities and
17
experiences. When students are taught how to take risks, they are able to develop
and make changes for themselves. Positive risk takers are those who obtain
positive gains and those who do not take risks remain the same for a lifetime.
How will teachers develop information, media, and technology skill?
To develop information, media, and technology skill, the following are the tools
for working called digital-age literacies that must be cultivated by the teachers:
Media literacies It is the ability of students to access and read as well as analyze
and evaluate media messages either in print, broadcast, music, video, and internet.
The purpose of developing media literacy is to allow students to express
themselves and to apply critical thinking skills in various issues in local and
global context.
Leadership and responsibility Leadership is the ability to guide and lead others
towards the accomplishment of a common goal. It is influencing people to act
without coercion because one has the ability to use interpersonal and problemsolving skills to make subordinates realize the goals. Responsibility is taking part
in the accomplishment of the common goal and rendering actions that are not only
for ones benefit but for the common interest and common good.
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Social and cross-cultural skills Social skill is the ability to interact and make
meaningful relationship with people by conducting ones self in a respectable and
professional manner. Cross cultural skill is the ability to work effectively with a
wide range of people coming from various social, linguistic, and cultural
backgrounds. This is possible by understanding and respecting how different
nationalities and cultures act, communicate, and perceive the world.
Ethical, moral and spiritual values Being ethical means having the ability to
conduct oneself in a respectable and professional manner and making right
decisions in all endeavors. Being moral is the ability to uncompromisingly stand
up for what one believes to be right even if it means persecution and pressure
from family members, friends, workers, and the like. Spiritual value is making
God or the Supreme Being as the paramount and ultimate concern in life. It is
putting God as the center of ones life because He is the source of all goodness in
this world.
Attributes of a K to 12 Teacher
19
Multi-skilled Teachers must not just be skilful in teaching. They have to possess
more than one skill particularly those which ensure integrating teaching and
learning process. Examples of skills that K to 12 teachers have to be competent
with are along video conferencing, computer security knowledge, electronic
presentation skills, web navigation skills as well as facilitating and organizing
groups and activities as well as data base skills and email management skills. All
of these skills are needed to teach 21 st century learners who are called digital
natives or born with the technology.
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Has passion for excellent teaching K to 12 teachers must have the desire and
appetite to teach with excellence and quality. They have to show that there is thrill
and pleasure in acquiring knowledge and skills. This passion must contaminate
the students to learn and succeed in life. The passion to teach for excellence
allows teachers to journey from being merely good to great in their teaching. This
passion for excellent teaching cannot be faked because it is something that is seen
over a sustained period of time. i.e from entrance to retirement in the profession.
High Emotional Quotient (EQ) Being a K to 12 teacher does not solely depend
on intelligence quotient but it also relies heavily on ones emotional quotient.
There are numerous teachers who are intelligent but they become ineffective
because they are incapable of controlling their own feelings and emotions which
is imperative to guide them in their thinking and actions inside the classroom. K
to 12 teachers who have high emotional quotient have the heart for teaching
characterized by empathy, respect, honesty, and tolerance to human differences.
Chapter Highlights
1. To engage in classroom teaching demands teachers to master some areas of
knowledge to become effective in realizing their calling, task, and commitment.
These areas of knowledge are basically categorized in three (3) domains namely;
professional knowledge; professional practice; and professional engagement.
2. The National Competency Based Teacher Standards (NCBTS) defines the
professional competencies that must be possessed by Filipino teachers. It
characterizes the qualities of an effective Filipino teacher which is standardized or
the same to all basic education teachers in the country.
21
3. Effective teaching under NCBTS is helping students learn better and teachers are
measured on how competent they are in helping students learn.
4. The three-fold purposes of NCBTS are: (a) It sets a single framework that shall
define effective teaching in all aspects of a teachers professional life and in all
phases of teacher development; (2) It minimizes confusion about what effective
teaching is; and (3) It provides a better guide for all teacher development
programs and projects from the school-level up to the national level.
5. There are seven (7) domains in the NCBTS namely, (1) Social regard for learning;
(2) Learning environment; (3) Diversity of learners; (4) Curriculum; (5)
Planning, assessing, and reporting; (6) Community linkages; and (7) Personal
growth and development. These domains have twenty three (23) strands and
eighty (80) indicators.
6. The seven (7) domains can be divided into two broad categories. The first broad
category is made up of domains that relate to the role of teacher as a facilitator of
learning (domains 2 to 6) This broad category is classified further into two:
domains on the knowledge and skills for facilitating learning or good teaching
strategies (domains 3 to 5) and domains called teaching practices that attempt to
situate or at least link the teaching-learning process to appropriate contexts
(domains 2 and 6). Teaching practices along domains 2 and 6 include improving
the immediate physical, psychological and the social context of the classroom,
and the larger socio-cultural, economic, political, and historical context of the
community.
7. The domains, strands, and indicators of NCBTS have the dimensions of (a)
nature/quality; (b) frequency, consistency and appropriateness; and (c) selfawareness.
8. The NCBTS uses the Teacher Strengths and Needs Assessment (TSNA) which is
a self-assessment tool that allows teachers to identify their professional strengths
and development needs. It was designed within the domains of the NCBTS.
Results obtained from the TSNA become inputs for making the teacher Individual
Plan for Professional Development (IPPD) and ultimately, the IPPD becomes
input to the School Improvement Plan (IPPD).
9. The competency level of teachers under the NCBTS is described as (a) expert; (b)
experienced; (c) developing; and (d) beginning.
10. There are four (4) 21st Century Skills that are to be possessed by graduates in
order to live meaningfully in this world namely; (a) Effective Communication
Skill ways of thinking; (b) Learning and Innovation Skill ways of working; (c)
Information, media and technology skill tools for working; and (d) Life and
career skill ways of living in the world. Congruently, these are the competencies
to be first developed and demonstrated by the teachers if they so desire to imbue
their students with such 21st century skills.
11. To become an effective K to 12 teacher, one must be (a) multi-literate; (b) multispecialist; (c) multi-skilled; (d) self-directed; (e) life-long learner; (f) flexible; (g)
creative problem solver; (h) critical thinker; (i) has passion for excellent teaching;
and (j) high emotional quotient.
22
Date: ____________
Score: ___________
What are the competencies of a great and effective teacher? Remember that competencies
are not values. They are rather a pattern or a combination of knowledge, skills and
attitudes. List down five (5) competencies and tell your reasons, enumerate the means to
develop them, and identify the subjects that allow a teacher education graduate to
cultivate such competencies.
N
o.
Competenc
ies
Reasons why
Means to
Identify
the
such competency is develop
such basic, major and
desired
competency
professional subjects
that develop this
competency
From these competencies, what do you think are you good at? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
23
Date: ____________
Score: ___________
Determine what is the domain and strand of each of the two (2) sentences inside the
column. Just write the letter of the domain as indicated below and put the number of the
strand.
A - Social Regard for Learning
B - Learning Environment
C - Diversity of Learners
D Curriculum
o.
24
W
W
hats
hats
my
my
domain strand
?
1
0
1
1
1
2
1
3
1
7
1
8
1
9
2
0
2
1
25
W
W
hats
hats
my
my
domain strand
?
2
2
2
3
2
4
2
5
2
6
2
7
2
8
2
9
3
0
Date: ____________
Score: ___________
Divide the class into seven groups. Each group is assigned a domain of teaching. Create a
10 minute script and present a role play showing the different strands and at least five (5)
indicators of the domain assigned. The script must highlight at least five (5) indicators
which shall be reflected at the first page.
Criteria for scoring:
Criteria
Points
Script
Story is clear and organized
Story shows the different strands
and indicators of the assigned
domain
Realistic
Story shows actual realities in the
5
26
20
Date: ____________
Score: ___________
Read the following case. Discuss and decide as a group if the teaching-learning process
shows examples of 21st century learning.
TOPIC: MY SUPER HERO
Teacher shows students a table containing a list of Filipino heroes together with their life,
works, and significant contributions in the making of Philippine history. Teacher asks
students to select from the table one hero that they admire most.
Teacher asks students to copy in their notebooks the essential information about their
Super Hero from the given table.
Teacher instructs students to draw on a piece of bond paper a picture of their Super Hero
and the teacher shows students the reference or basis for their drawings.
Below the sketched picture, students are asked to write the information they copied about
their Super Hero then tells students to frame them.
When done, teacher instructed students to post their sketches on a wall in the classroom.
In effect, the wall becomes a gallery of heroes. Teacher directed students to share their
sketches and read the information about their Super Hero.
27
No, if all the procedures done in the class are not examples of 21st century skills
group stands up and says Huh!
Why do you think the group decided on this? Give three (3) reasons.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Chapter Test 4
Name: _________________________
Year & Section: __________________
Date: ____________
Score: ___________
Choose the Best answer for each of the following questions. Encircle the letter of your
choice.
1. A teacher is very knowledgeable regarding the use of K to 12 strategies. Which broad
domain of teaching is he demonstrating?
a. Professional practice
c. Professional knowledge
b. Professional engagement
d. Professional teaching
2. The learning environment as well as planning, assessing and reporting in the
NCBTS are reflective of which broad domain of teaching?
a. Professional engagement
c. Professional knowledge
b. Professional practice
d. Professional attitude
3. Which of the following statements does not show the usefulness of NCBTS to all
stakeholders in education?
a. It defines the competencies required of every Filipino teacher in the basic education
b. It standardizes the competencies to be possessed by every Filipino teacher in the
basic education
c. It is used as a criteria for promotion to a higher teaching position
d. It is used as an input for making Individual Plan for Professional Development
(IPPD)
28
29
10. Which of the following indicators does not belong to domain 1 social regard for
learning?
a. Provide gender-fair opportunities for learning
b. Be punctual
c. Implement school policies
d. Respect other people and their ideas
11. The indicator, use individual and cooperative learning activities to improve their
students capacity for higher learning belongs to which of the following domain?
a. Social regard for learning
c. diversity of learners
b. Learning environment
d. planning, assessing and reporting
12. Identifying teaching-learning difficulties and their possible causes and take the
appropriate action to address them is an indicator of which domain?
a. Social regard for learning
c. planning, assessing and reporting
b. Curriculum
d. diversity of learners
13. A teacher who encourages his students to apply their classroom learning in the
community fulfills which domain?
a. Social regard for learning
c. planning, assessing and reporting
b. Curriculum
d. community linkages
14. When a teacher stays abreast of recent developments in education, he is fulfilling
what domain?
a. Curriculum
c. personal growth and development
b. Planning, assessing and reporting
d. community linkages
15. A teacher fulfills which of the following domain if he clearly and accurately explains
learning goals, instructional procedures and content to his students?
a. Curriculum
c. diversity of learners
b. Social regard for learning
d. planning, assessing and reporting
16. When a teacher reflects on the quality of his own teaching, he is fulfilling what
domain?
a. community linkages
c. social regard for learning
b. personal growth and development
d. diversity of learners
17. Which of the following does not spell out the use of the Teacher Strengths and Needs
Assessment (TSNA) in DepEd?
a. It determines the weaknesses of the teachers
b. It is used for developing the teachers Individual Plan for Professional
Development
c. It is used as input for the crafting of School Improvement Plan (SIP)
d. It is used for promotional purpose.
18. What is the level of the TPD of a teacher if he has obtained average rating of all
the competencies and that he has to address with priority his training and
professional needs?
a. Developing
c. expert
b. beginning
d. experienced
19. The lowest competency level of the TPD is:
a. expert
b. beginning
c. developing
d. experienced
20. Which of the following 21st century skill is primarily developed by a teacher if he
groups the students to answer their field study?
a. Creativity
c. leadership and responsibility
b. Teaming
d. multicultural literacy
21. When a teacher uses the facebook and blog to enhance his teaching and learning, he
is developing which of the following 21st century skill?
a. Critical thinking and problem solving
c. risk taking
b. Visual and information literacies
d. interpersonal skills
22. What 21st century competency is developed by a teacher when he poses a problem
and asks students to solve it or research for its answers?
a. Critical thinking and problem solving
c. communication
b. Collaboration
d. creativity
23. Which of the following 21st century competency is developed by a teacher when he
raises an issue or topic and students express their ideas with varied media?
a. Critical thinking and problem solving
c. communication
b. Collaboration
d. creativity
24. The ____________ 21st century skill is developed by a teacher if he presents a
challenge and students design a solution or an innovation for it:
a. Critical thinking and problem solving
c. communication
b. Collaboration
d. creativity
25. Which of the following attributes of a K to 12 teacher is reflected when he is able to
monitor his own feelings and guided by the clich anger is one letter away from
danger?
a. Has passion for excellent teaching
c. high emotional quotient
b. Lifelong learners
d. multi-specialist
26. A teacher does not show expertise in a single subject area rather he teaches
connections, integration and puts all human experiences into a meaningful insight
and wisdom through application and synthesis. This teacher is thus equipped with
what attribute of a K to 12 teacher?
a. Multi-literate
c. multi-skilled
b. Multi-specialist
d. flexible
27. A teacher pursues an endless quest for knowledge so as to continuously improve his
teaching. This statement shows that he has an attribute of being a:
a. Lifelong learner
c. critical thinker
b. Self-directed
d. has passion for excellent teaching
28. Which of the following statements is false?
a. The 21st century skills are tools for students to live meaningfully in this world
b. The 21st century skills are ways of living in the world
c. The 21st century skills are ways of thinking in this world
d. The 21st century skills are ways of living and thinking using technology in
everyday life
29. A teacher who is able to competently use video conferencing, web navigation skills,
email management skills, facilitating skills, community organizing skills, leadership
skills and the like shows what type of a K to 12 attribute?
a. Multi-literate
c. multi-specialist
b. Multi-skilled
d. self-directed
Match the specific function of a teacher from the seven (7) domains of NCBTS
Column A
Teacher planner
Column B
Social regard for
learning
Learning
environment
Diversity of learners
Curriculum
Planning, assessing
and reporting
Community linkages
Personal growth and
development
Reason/s
Example/s
active