Group 1

• National Competency-Based Teacher Standards (NCBTS)


  An integral theoretical framework that defines the different dimensions of effective teaching, where effective teaching means being able to help all types of students learn the different learning goals in the curriculum

  
• NCBTS


  A set of competencies (behaviors, attitudes, and skills) that each teacher must possess to function effectively and satisfactorily. These are standards of good teaching in the Philippines that consist of 7 domains, 21 strands and 80 performance indicators
• Why NCBTS is important

  • Provides a single framework that defines effective teaching in all aspects of a teacher's professional life & in all phases of teacher development
  • Minimize confusion about what effective teaching is
  • Provides a better guide for all teacher development programs & projects from the school-level up to the national level
• Philippine Professional Standards for Teachers (PPST)


  In August 2017, Department of Education Secretary Leonor Briones signed the Philippine Professional Standards for Teachers (PPST) into policy through DepEd Order No. 42, s2017. The policy states, among others, that the PPST "shall be used as a basis for all learning and development programs for teachers
• The Philippines has developed a new Professional Standards for Teachers (PPST) to enhance the National Competency-Based Teacher Standards (NCBTS). The standards emphasize learner-centered, lifelong learning, and inclusive education, promoting continuous commitment to personal growth and professional development for teachers in the K-12 education system
• Domains of PPST


  • Content Knowledge and Pedagogy
  • Learning Environment
  • Diversity of Learners
  • Curriculum and Planning
  • Assessment and Reporting
  • Community Linkages and Professional Engagement
  • Personal Growth and Professional Development

  
• Career Stages of Professional Teachers in the Philippines


  • Beginning Teachers
  • Proficient Teachers
  • Highly Proficient Teachers
  • Distinguished Teachers
• Beginning Teachers


  • Gained the qualifications recognized for entry into the teaching profession
  • Have a strong understanding of the subject/areas in which they are trained in terms of content knowledge and pedagogy
  • Possess the requisite knowledge, skills and values that support the teaching and learning process
  • Manage learning programs and have strategies that promote learning based on the learning needs of their students
  • Seek advised from experienced colleagues to consolidate their teaching practice
• Proficient Teachers


  • Are professionally independent in the application of skills vital to the teaching and learning process
  • Provide focused teaching programs that meet curriculum and assessment requirements
  • Display skills in planning, implementing and managing learning programs
  • Actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement
  • Are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers

  
• Highly Proficient Teachers


  • Consistently display a high level of performance in their teaching practice
  • Manifest an in-depth and sophisticated understanding of the teaching and learning process
  • Have high education focused situation cognition, are more adept at problemsolving and optimize opportunities gained from experience
  • Work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice
  • Continually seek to develop their professional knowledge and practice by reflecting on their own needs and those of their colleagues and students

  
• Distinguished Teachers


  • Embody the highest standards for teaching grounded in global practices
  • Exhibit exceptional capacity to improve their own teaching practice and that of others
  • Are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships
  • Create lifelong impact in the lives of colleagues, students and others
  • Consistently seek professional advancement and relevance in pursuit of teaching quality and excellence
  • Exhibit commitment to inspire the education community and stakeholders for the improvement of education provision in the Philippines
• Preservice education focuses on developing teachers as characterized by the PPST, requiring qualifications like strong subject knowledge, classroom management style, and willingness to seek advice from experienced colleagues. It also aims to develop servant-leaders among future teachers

  
• Competency Framework for Teachers in Southeast Asia (CFT SEA)


  A guide to improve teachers' performance across the region, developed in 2017 by SEAMEO Secretariat (SEAMES) and the SEAMEO Regional Center for Educational Innovation and Technology (INNOTECH) in collaboration with Thailand's Teacher Education Council
• Four Essential Competencies in the CFT SEA

  • Knowing and understanding what to teach
  • Helping students to learn
  • Engaging the community
  • Becoming a better teacher everyday
• The Philippine Qualifications Framework (PQF) is a legal document that adopts national standards and levels for outcomes of education in the country. It assists individuals to move easily between different education and training sectors and the labor market. Further, the PQF aligns the international qualifications for full recognition of the value of Philippine Qualifications. Also, the PQF will be used as the basis for accrediting certificates and licenses recognized by the government