Teacher Training

Teacher Education and
Development Program (TEDP) –
National Competency-Based
Teacher Standards (NCBTS)

Philippine Education Reform
Beatriz G. Torno, DPM
Executive Director II
Teacher Education Council

I wish I could persuade every teacher to be proud of his/her occupation-not conceited or pompous , but proud. People who introduce themselves with the shame remark that they are,
“just teachers”, give me despair in my heart.

Did you ever hear a lawyer say depreciatingly that he was only a patent attorney?
Did you ever hear a physician say “I am just a brain surgeon?” I beg of you to stop apologizing for being a member of the most important profession in the world. Draw yourself up to your full height; look at anybody squarely in the eye and say, “I AM A
TEACHER.”
William Garr

Department of Education
Overview
Mission: to provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good

Overview
Total enrollment- SY 2008-2009 = 19.4 million
Elementary: Pre-school, Grades 1-6;
Public: 12,304,207
Private: 1,092,781
Total = 13,396,988
Secondary: First Yr – 4th yr:
Public:
5,126,459
Private:
1,332,846
Total =
6,459,305

TOTAL NUMBER OF TEACHERS:
Elementary: Public: 348,082
Private: 49,440
397,368
Secondary: Public: 131,865
Private: 53,018
184,883
GRAND TOTAL: 582,255

BASIC EDUCATION SECTOR REFORM
AGENDA (BESRA)
TEDP and NCBTS
TEDP is TEACHER EDUCATION and
DEVELOPMENT PLAN
- is the master plan for Teacher Education.
-

is the articulation of a singular competencybased framework for teaching and teacher development that would guide all policies, reforms, and activities related to teaching and teacher development.

The Teacher Education and Development Map
Retirement
Preparation

DepED
Entry to
Teacher
Education

DepED/CHED/TEIs

CHED/TEIs/Schools

In-Service Training and Professional
Development

Pre-Service
Training

DepED

National
Competency-Based Teacher
Standards

Induction
Training

(BEEd/BSEd/PGCEd)

PRC
Teacher
Licensure

DepED* / Civil Service
Teacher Human Resource
Planning, Recruitment,
Selection, Deployment and Recognition System

*Includes public and private schoo

Introduction
At the heart of the
TEDP map is the
Philippine National
Competency-Based
teacher Standards
(NCBTS)
CARAGA

What is TEDP?
TEDP conceptualizes a teacher’s career path as a continuum that starts with the entry to a teacher education program and concludes when a teacher reaches retirement from formal service

What is TEDP?
Agencies working hand in hand for the good of the teaching profession are Department of
Education (DepEd), Commission on
Higher Education (CHED),
Professional Regulation
Commission (PRC), Civil Service
Commission (CSC) and Teacher
Education Institutions (TEIs)

Abstraction

The National Competency_
Based Teacher Standards
(NCBTS) is at the heart of the
TEDP. It is the key element of the TEDP (Teacher Education and Development Program).

What is a standard? •

NORM

•

CRITERION

•

BENCHMARK

•

YARDSTICK

•

MODEL

•

MEASURE

•

PARADIGM

•

TOUCHSTONE

What is
NCBTS?

NCBTS defines effective teaching as being able to help all types of students learn the different learning goals in the curriculum What is
NCBTS?

An integrated theoretical framework that defines the different dimensions of effective teaching

What is
NCBTS?

It is based on the core values of Filipino teachers and on effective teaching and learning with seven (7) domains, 23 strands and 80 performance indicators.

Teacher Education
Institutions (TEIs) shall use it to design and implement effective pre-service teacher education curricula
Professional Regulation
Commission (PRC) shall refer to it to design the LET

Institutions and agencies that provide
Professional
Development or INSET shall refer to it to develop the intervention they desire
• Award giving bodies

DepEd shall use the
NCBTS to formulate its hiring, promotion, supervision and other policies related to the teaching profession.

Most of all, individual teachers in all public elementary and high schools shall use it for their professional development activities Domain 1:
Social Regard for Learning
Key Question for the Teacher:
“Can my students appreciate and model the value of learning through my interactions with them?”

Domain 1: Social Regard for Learning
Explanation:
The domain of Social Regard for Learning focuses on the ideal that teachers serve as positive & powerful role models of the values of the pursuit of learning & of the effort to learn, & that the teachers actions, statements,
& different types of social interactions with students exemplify this ideal.

Domain 2: Learning Environment

Key Question for the Teacher:
“Do I create a physical and social environment in class that allows my students to attain maximum learning?”

Domain 2: Learning Environment
Explanation:
The domain of Learning Environment focuses on importance of providing for a social and physical environment within which all students, regardless of their individual differences in learning, can engage the different learning activities and work towards attaining high standards of learning.

Domain 3: Diversity of Learners
Key Question for the Teacher:
“Can I help my students learn whatever their capabilities, learning styles, cultural heritage, socio-economic backgrounds, and other differences are?”

Domain 3: Diversity of Learners
Explanation:
The domain of Diversity of Learners emphasizes the ideal that teachers can facilitate the learning process in diverse types of learners, by first recognizing and respecting individual differences, then using knowledge about students’ differences to design diverse sets of learning activities to ensure that all students can attain appropriate learning goals.

Domain 4: Curriculum
Key Question for the Teacher:
“Can my students understand and attain the goals of the curriculum through the various learning resources and activities I prepared? Have I made use of ICT appropriately” Domain 4: Curriculum
Explanation:
The domain of Curriculum 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 the teacher’s knowledge of subject matter, teaching-learning approaches and activities, instructional materials and learning resources including ICT.

Domain 5: Planning, Assessing and Reporting
Key Question for the Teacher:
“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 my teaching-learning activities for the students?”

Domain 5: Planning, Assessing and Reporting
Explanation:
The domain of Planning, Assessing & Reporting 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 & revise teaching-learning plans, as well as the integration of formative assessment procedures in the plan and implementation of teaching-learning activities.

Domain 5: Planning, Assessing and Reporting (continuation)

In particular, the domain focuses on the use of assessment data to plan & revise teaching-learning plans, as well as the integration of formative assessment procedures in the plan and implementation of teaching-learning activities. Domain 6: Community Linkages
Key Question for the Teacher:
“Are the goals and characteristics of the teaching-learning activities I implement relevant to the experiences, values and aspirations in my students’ communities?” Domain 6: Community Linkages
Explanation:
The domain of Community Linkages focuses on the ideal that school activities are meaningfully linked to the experiences and aspirations of the students in their homes and communities.
Thus, the domain focuses on teachers’ efforts directed at strengthening the links between school and community activities as these help in the attainment of the curricular objectives.

Domain 7: Personal Growth and
Professional Development
Key Question for the Teacher:

“Do my actions and statements indicate a high regard for the teaching profession and for my continuous development as a professional teacher?”

Domain 7: Personal Growth and
Professional Development
Explanation:

The domain of Personal Growth and
Professional Development emphasizes the ideal that teachers value having a high personal regard, concern for professional development, and continuous improvement as teachers.

DepEd Current Intervention – offshoot of the
NCBTS is the Teacher Induction Program
(TIP)– institutionalized support system for beginning teachers with 0-3 yrs in service
TIP Package includes 17 self-paced modules with Pre and Post Assessments

• Modules 1-5: Orientation learning guides to help teachers be acquainted with the DepEd system especially their roles and responsibilities and their rights and benefits;
• Modules 6 – 17 : Curriculum and Instruction focuses on the teaching of the different subjects: content update, teaching strategies, authentic assessment of learning outcomes and lesson exemplars

Thank you for listening.

National Competency- Based
Teacher Standards (NCBTS)Teacher Strengths and Needs
Assessment (TSNA) and Individual
Plan for Professional Development
( IPPD) for Teachers
Dr. Beatriz G. Torno
Executive Director II- DepED

TEDP FRAMEWORK

NCBTS- FRAMEWORK &
STRUCTURE
DOMAIN 1: SOCIAL REGARD
FOR LEARNING
DOMAIN 2: THE LEARNING
ENVIRONMENT
DOMAIN 3: THE DIVERSITY
OF LEARNERS
DOMAIN 4: CURRICULUM
DOMAIN 5: PLANNING,
ASSESSING & REPORTING
DOMAIN 6: COMMUNITY
LINKAGES
DOMAIN 7: PERSONAL
GROWTH & PROFESSIONAL
DEVELOPMENT

BESRA KRT2
BESRA as a policy reform is expected to create critical changes necessary to accelerate, broaden, deepen and sustain the improved education effort already started by DepEd.
BESRA KRT2 will raise teacher standards in the profession to meet the demands for better learning outcomes.

Main Policy Actions of BESRA KRT2
A framework for competency-based standards for teachers.
A rolling 5-year projection of teacher hires.
Progressive upgrades in division level teacher hiring practices.
Regional, division and school level targets for distribution of class sizes.

Main Policy Actions of BESRA KRT2
Regional, division and school level targets for distribution of class sizes.
Division and school focus in improving teaching practices in schools.
Pre-service teacher education and licensing to support future hiring standards.
New legislation governing teacher (non-teaching staff) compensation, benefits and conditions of employment.

Background
National Competency-Based Standards
(NCBTS) defines Effective Teaching.
NCBTS clearly stated the strategic and indispensable role of the TEACHER in the learning process of the students.

NCBTS to TSNA
Teacher Strengths and Needs Assessment (TSNA) was designed in the context of NCBTS.
TSNA is anchored on the overarching concept of teacher professional development to promote student learning. TSNA will be utilized for Individual Plan for
Professional Development (IPPD)
IPPD as an input to the School Improvement Plan
(IPPD)

TSNA System Framework

General Purposes of TSNA
To gather data for the continuous training and professional development of teachers
To identify teacher’s professional attributes, knowledge, understanding, skills and attitudes.
To identify teacher strengths that would complement the learning needs and requirements of the learners.

Specific Purposes of TSNA
Determine the competency status profile, strengths and weaknesses of individual teacher vis a vis the standards set by NCBTS in the 7 seven domains.
Determine the Individual Professional
Teacher Index from the TSNA results and use the data to develop teachers
Individual Plan for Professional
Development

Specific Purposes of TSNA

To consolidate the TSNA results at the school, division levels as reference to the School
Improvement Plan (SIP) and the
Annual Improvement Plan (AIP)

EXPECTED OUTPUT
At the Individual Level
An Individual Teacher Scoring
Template that contains TSNA results indicating the strengths and training needs in each of the 7 domains, 23 strands, 80 indicators and 270 KSAs.

EXPECTED OUTPUT

At the School Level
School data-based results that reflect the general strengths and learning needs of the teachers in the particular school.

EXPECTED OUTPUT

At the cluster/division level
Division data-based results of participating schools teachers in a given cluster/division.

Domains, Strands, Indicators,
KSAs in the TSNA Tool
Domains

Strands

Indicators

KSA

D1-Social Regard for Learning

2

5

18

D2-Learning Environment

5

17

59

D3-Diversity of Learners

1

8

27

D4-Curriculum

7

22

78

D5- Planning, Assessing
& Reporting

4

12

40

D6- Community Linkages

1

6

18

D7- Personal Growth and
Professional Development

3

10

30

Total

23

80

270

Manual Version –TSNA Response
The instrument contains clusters of KSAs specific to a particular competency indicators and with the stem: “At what level do I . . . .

.”
As self-assessment tool, the responses to each item is expressed in qualitative progression as:
Low level (L-1), Fair level (F-2),
Satisfactory level (S-3), High level (H-4).

Interpretation- TPDIndex
Competen
cy Level

Labels for the Index

Description

3.51- 4.00

Expert

Teacher has almost all the competencies for effective teaching at high level. These are the identified strengths, which have to be sustained and enhanced.

2.51-3.50

Experienced

Teacher has majority of the competencies at high level for effective teaching. Enhance strengths, training and professional needs to be addressed.

1.51-2.5

Developing

Teacher has average of all the competencies at high level for effective teaching. Enhance strengths, training and professional needs to be addressed with priority.

1.00-1.50

Beginning

Teacher has very few of the competencies at high level for effective teaching. Priority and urgency be given to training needs.

Electronic Version
The e-version follows the manual version but the teacher has to use a computer to answer each item and automatically, the result will be given and interpreted by domain.
The e-version has been made userfriendly that any teacher can easily use it.

The Individual Plan for Professional
Development (IPPD)
The TSNA results to a teacher individual profile along the seven domains, the strands and the indicators.
From analysis and interpretation based on the TPDIndex, the teacher can determine the trainings which are urgently needed.

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)
The collective profile of the teachers may also be utilized in the Division
Educational Development Plan.

Thus….
The use of TSNA will guide individual teacher and school heads in following the Teacher
Capacity Building Roadmap as shown in the next figure.

Thank you very much