The Ncbts - Philippine Experience
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THE N CBTS: PHILIPPIN E EXPERIEN CE
THE NCBTS: PHILIPPINE EXPERIENCE Introduction
The Department of Education (DepEd) is headed by the Secretary Education who is currently Hon. Jesli A Lapuz. Its mission is 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. The Basic Education sector is composed of 3 departments: the Elementary, the Secondary and the Alternative Learning System. In the SY 2007-2008, the combined public and private enrollment in basic education aggregated to 19.4 million (101.13% gross enrolment rate for elementary, and 80.53 % for secondary), and rose to 19.7 this year (2008-2009), two thirds of which are elementary pupils. This years’ 2008-2009), enrolment is 1 % higher than last years’, or an increase of about 200,000 learners. The share of public schools in these enrolment figures as of last year are 11.98M(93% gross enrolment rate) for elementary and 4.92M (63% gross enrolment rate) for secondary. These enrolment levels further increased by 208,130 learners this year. They are housed in 45,430 public schools nationwide comprised of 37,352 elementary, 5,078 secondary schools and 3,000 community learning centers. If the enrolment in preschool education and alternative learning services are included, DepEd’s total clientele will exceed the 20 million mark. Currently, the Department of Education employs a total of 582,255 teachers from the both the public and private schools that serve the basic education sector. In the Elementary or Primary level, grades 1-6, there are 397,368 teachers from the public schools and 49,440 from the private schools. The Secondary teachers are 184,883 where 131,865 are from the public schools and 53,018 from the private schools. To carry out its mandates and objectives, the Department is organized into two major structural components. The Central Office maintains the overall administration of basic education at the national level. The Field Offices are responsible for the regional and local coordination and administration of the Department’s mandate. RA 9155 provides that the Department should have no more than four Undersecretaries and four Assistant Secretaries with at least one Undersecretary and one Assistant Secretary who are career service officers chosen among the staff of the Department. At present, the Department operates with four Undersecretaries in the areas of: (1) Programs and Projects; (2) Regional Operations; (3) Finance and Administration; and (4) Legal Affairs; four Assistant Secretaries in the areas of: (1) Programs and Projects; (2) Planning and Development; (3) Budget and Financial Affairs; and (4) Legal Affairs. Six centers or units attached to the Department similarly provide technical and administrative support towards the realization of the Department’s vision. These are the National Education Testing and Research Center (NETRC), Health and Nutrition Center (HNC), National Educators Academy of the Philippines (NEAP), Educational Development Projects Implementing Task Force (EDPITAF), National Science Teaching Instrumentation Center (NSTIC), and Instructional Materials Council Secretariat (IMCS). There are four special offices under OSEC: the Adopt-a-School Program Secretariat, Center for Students and Co-curricular Affairs, Educational Technology Unit, and the Task Force Engineering Assessment and Monitoring. In 1990-1991, a Congressional Oversight Commission on Education (EDCOM) was formalized. The EDCOM report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively. The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-level manpower training and development while CHED is responsible for higher education.
Also inn 1994, RA No, 7784 creating the Teacher Education Council was signed.The Declaration of Policy in R.A. No. 7784 underscores “ that the teacher is the key t o effectiveness effectiveness.. With the passage of R.A. 7722 on May 18, 1994, the Act creating the Commission on Higher Education (CHED), the supervision of higher education, including teacher teac her education was transferred from the Department of Education, Culture Culture and Sports Sport s (DECS), to t o the Commission Commission on Higher Higher Education (CHED). Thi Thiss caused the gap between the pre-service teacher training (teacher education) and the major employer of the graduates of Teacher Education Institutions (TEIs) which is the Department of Education Culture and Sports (DECS). Whereas, before R.A. 7722, there was direct communication between and among the three DECS bureaus: Higher Education, Secondary Education and Elementary Education such mechanics was not provided for in R.A. 7722. To bridge the gap, R.A. 7784 was enacted into law on August 4, 1994 which sought “to strengt hen teacher education in the Philippi Philippines nes by establishing Centers of Excellence, and creating Teacher Education Council (TEC) for the purpose, appropriating funds therefore and for other purposes”. A. Declaration of Policy It is the declared policy of the State to protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible acc essible to all. It is likewise likewise universa universall lly y recognized recognized that the teacher te acher is the key to the t he effectiveness effectiveness of the teachin tea ching g learning learning process by drawi drawing ng out and nur nurtur turin ing g the the best in in the the learn learner er as a hum human an being being and a worth worthy y mem member ber of soci society ety.. Th Thus, us, thi thiss Act aims aims to provid providee qualit quality y educati education on by stren strengt gthen henin ing g the the educati education on and and traini training ng of teach teachers ers nati nationw onwid idee throug through h a nati national onal sys system tem of excel excellen lence ce for for teacher teacher educati education. on. B. Creation and Composition of the Teacher Education Council Section 5 of R.A. No. 7784 provides for the establishment of a Teacher Education Council (TEC) composed of four (4) members in an ex-officio capacity, capa city, and seven (7) other regul re gular ar members who shall be appointed by the President Pre sident of the Republic Republic of the Philippines. Philippines. The Council is composed of o f the following: Secretary Sec retary of the Department of Education (DepEd), as ex-officio chairman; A commissioner of the Commission on Higher Education (CHED), as ex-officio member; A representative of the National Commission on Culture and Arts (NCAA), as ex-officio member; Chairman of the Professional Regulations Commission (PRC), as ex-officio member; One (1) representative each of center of teacher education from Luzon, Visayas, and Mindanao – who shall take into the account the views of the parents-teachers parents-teach ers and and comm commun unit ity y associ associati ations, ons, stu student dent associ associati ations ons,, non-gov non-govern ernmen mental tal org organi anizati zations ons,, and peopl peoplee organi organizati zations ons concer concerned ned wi with th basicc educati basi education; on; One (1) representativ representativee of Scien S cience ce teachers; One (1) representative of Mathematics teachers; One (1) representative of Social studies teachers;
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One (1) representative of Language teacher C. Powers and Functions of the Teacher Education Council (TEC)
1. 2.
To identify and designate among existing private and public schools, teacher education institutions, as Center of Excellence for Teachers Education (COETE) at the national, regional and provincial levels; To formulate policies and standards that shall strengthen and improve the system of teacher education in all existing public and private schools;
3.
To initiate a periodic review of curricula and programs for teacher education and training through methods, such as self-assessment by institutions;
4.
To adopt an adequate and effective system of incentives such as scholarship grants, loan programs, subsidies, stipends and other similar benefits and incentives, in order to attract and encourage outstanding high school graduates whether from public or private schools to pursue teacher education;
5.
To encourage the establishment of consortia and other cooperative arrangement among teacher education schools, public or private, for greater efficiency and economy in the use of resources;
6.
To design collaboration programs or projects that will enhance pre-service teacher training, in-service training, re-training, orientation and teacher development;
7.
To direct the conduct of relevant studies as may be needed in the formulation of policies and in the planning and successful implementation of plans, program plans, programss and projects requ requir ired ed in in attai attaini ning ng th thee purposes purposes of th this is Act;
8.
To review existing and recommend new legislation and policies of the government in order to improve teacher education and promote the welfare of the teachers.
9.
To recommend appropriate measures of the President, Congress, and heads of other government offices and agencies to improve, enhance, and strengthen teacher education;
10.
To call upon any department, bureau, office, or government corporation, local government unit and other concerned agencies for assistance in areas falling within their mandate.
Another important law was passed in 1994 which pertains to the Philippine Teachers Professionalization Act through R.A. 7836. RA 7836 is an act to strengthen the regulation and supervision of the practice of teaching in the Philippines and prescribing a licensure examination for teachers and for other purposes. It has the following objectives: 1. the promotion, development and professionali professionalization zation of teachers teac hers and the teaching profession, and 2. the supervision and regul regulation ation of the licensure licensure examination. In 2000, the Presidential Commission on Education Reform (PCER) was convened in order to follow up some of the proposals of the EDCOM. After a year of research and study, it proposed nine (9) recommendations one of which is the Strengthening Teacher Competencies at the Basic Education Level. Envisioning a quintessential teacher imbued with a passion for academic excellence, highest standards of values and virtues, and at the same time abreast with the global changes around him/her, PCER recommends the implementation of Project TEACH or Teacher Empowerment to Achieve Competence and Hum umaneness. aneness. With the objective of strengthening strengthening competencies of teachers who are alrea already dy in the fi field eld (in-service level), the project aims to develop the teacher as: one who is adept at using new learning technologies as a means of enhancing the teaching- learning process, a reading teacher, a critical/analytical and creative thinker, and a values education teacher imbued with the ideals of integrity, honesty and patriotism and the like. Very specific programs and courses of action were recommended by the PCER in order to address the need of improving teacher education. In keeping with the Medium Term Philippine Development Plan for 2004-2010, the focus of which is to fight poverty by building prosperity for the greater number of the Filipino people, and to address the Education For All target, the Department of Education came us with the Basic Education Sector Reform Agenda (BESRA). BESRA is a package of policy actions collected under five key reform thrusts (KRTs) to facilitate EFA implementation: KRT1. Continuous school improvement facilitated by active involvement of stakeholders KRT2. Better learning outcomes achieved by improved teacher standards KRT3. Desired learning outcomes enhanced by national learning strategies, multi-sector coordination, and quality assurance. KRT 4. Improved impact on outcomes resulting from complementary ECE, ALS and private sector participation KRT5. Institutional culture change in DepED to facilitate school initiatives and assuring quality For the purpose of this paper, the focus is on KRT2: Better learning outcomes achieved by improved teacher standards. The teaching profession has been struggling to keep pace with the changes in society and the accompanying challenges of the technological world. With the notion that the teacher education, which consists of the pre-service education of teachers (PET) and the In-service education of teachers (INSET), has been unable to bridge the growing gap between the needs and expectations of learners, and the knowledge and skill levels of both new and existing teachers, the Teacher Education and Development Program (TEDP ) was conceived. It has been initiated to advocate a greater format partnership between the Commission on Higher education (CHED), Teacher Education Institutes (TEIs), Philippine
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Regulatory Commission (PRC), Department of Education (DepEd) and the Civil Service Commission (CSC) for the improvement of both pre-service and inservice education.
TEDP is the master plan for Teacher Education. It is the articulation of a singular competency-based framework for teaching and teacher development that would guide all policies, reforms, and activities related to teaching and teacher development. TEDP is a package of immediate reforms and longer policy reforms in teacher development. The primary focus of the TEDP is improving the teaching quality but the reformed target will go beyond the basic education system. From the map (Fig 1), the collaboration of the various agencies such as the Department of Education (DepEd) - the central unit responsible, along with the Commission on Higher Education (CHED) and the Teacher Education Institutions (TEIs), the Philippine Regulatory Commission (PRC), and the Civil Service Commission (CSC) is needed to make the task possible. The TEDP is intended to rationalize various efforts in the teacher development under a common framework. It fell on the Teacher Education Council (TEC), to coordinate all these efforts and to ensure accomplishments. Fig. 1 The Teacher Education and Development Plan (TEDP)
The TEDP map sees the development of teachers as a continuum of integrated parts that begins with entry of the pre-service teacher to the teacher education program and ends upon his program his or her her retirem retirement ent fr from om the for formal mal servic service. e. The The TEDP TEDP serves serves as th thee gu guid idee post ffor or th thee total teach teacher er develo developm pment ent prog program ramss in in the the Philippines. The document is the framework that shows how the teacher progresses from entry entry in in the pre-service the pre-service teacher teacher educati ed ucation on to retirement from from the practice practi ce of teachin teaching. g. IItt sh shows ows the the inv involv olvem ement ent of all agen agencies cies in the the developm development ent of a Prof Professi essional onal Teacher. Teacher. 1. The first point in the road map is the entry entry of of high school graduates to any of the Teacher Training Institutions (TEIs) in the country. This is referred to as PreService Teacher Education where the students are enrolled in to pursue any of the education degrees such as Bachelor of Elementary Education (BEED), Bachelor of Secondary Education (BSED). There are also non-education college degree holders who would like to qualify to be teachers. They enroll in the required education coursesPre-service to be certified as basic education teachers. post baccalaureate program is referred to asThe PostTeacher Graduate Certificate in Education (PGCE), or its equivalent. education is the main concern of The the Commission on Higher Education (CHED). Education Curriculum, the CHED Memo 30,s.2004 is prescribed by the CHED to the Teacher Education Institutions (TEIs). The Department of Education (DepEd) collaborates with the CHED-TEIs in the Field Study Courses and the Practice Teaching components of Teacher Education degree programs. This collaborative work is demonstrated in the Experiential Learning Courses (ELC) Handbook where there is a clear cooperation and designation of tasks between the TEIS and the DepEd so the student teacher will have a fruitful exposure and apprenticeship as they pursue their education. 2. When the students have earned a baccalaureate degree, in pre-service education, the Professional Regulation Commission (PRC) gives the Licensure Examination for Teachers (LET) to provide them the license to teach. Passing the LET and securing a teacher’s professional license are requirements for employment and for the practice of the teaching profession. 3. After recruitment in the public school system, the teacher will be deployed and will eventually be promoted if meritorious performance is shown. This is another point point in the the TE TEDP DP road map, a si sign gnal al for the the of offi ficial cial entry entry of the the teacher teacher into into the DepE DepEd d system system.. 4. Within the next three years in service, the newly hired or recruited teacher will undergo the Teacher Induction Program (TIP). This point in the road map requires a process where the new recruit is oriented with the educational system, the rights of the teacher, the privileges as well as the roles and responsibilities. During the TIP, the beginning teacher is given an early exposure to the specific content and processes of the curriculum in basic education. This is a point in the road map that facilitates an easy transition from the theories learned in college to actual practice in the schools. This component of the framework is undertaken by the the D DepEd epEd thr throug ough h th thee Teacher Teacher Ed Educati ucation on Counci Councill ((TE TEC). C).
The TEACHER INDUCTION PROGRAM (TIP)
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e t s tru truee t at p pre-se re-servce rvce tra tra n ng nc u es one one or tw two o sem semest ester erss o pr practce actce teac teac ng, t e te term rm ts tsee see seem ms to to ssu uggest t at t e practcum practcum s o ony ny a rree earsa earsa . t is in their first teaching assignment that new teachers are confronted by the realities of the classroom an experience that can be bewildering or even traumatic. The literature on beginning teachers notes that they are often “hired at the last moment, left isolated in their classrooms and given little help – a true example of the ‘sink or swim’ attitude towards those newly hired”. Induction activities are not really new to basic education schools. School administrators profess that they provide activities to assist and support beginning teachers. However, it was found out that these efforts while commendable are not formal programs and appear to be localized to individual schools and therefore a need to systematize, structure and organize the program for teachers with 0-3 years experience. Related studies reviewed by the Council reinforced the need for a structured teacher support. There was the consensus that the beginning teacher should not develop a “curve of disenchantment” especially in their first three years of teaching. Thus, the Teacher Induction Program (TIP) was born. The TIP has the following objectives: 1. Strengthen the conti continuu nuum m of teacher preparation prepa ration and development 2. Promote eexcellence xcellence in public education by enhan enhancing cing teacher development through a systematic series of o f activi activities ties that reinforce both content and pedagogi pedago gical cal ski skill llss of begi beginn nnin ing g teacher teacherss 3. Enhance the socialization process and ensure the smooth smoot h transition of beginn beginning ing teachers teac hers into the school environm environment ent d. Foster personal and professional well-being of beginning teachers by: .
provid prov idin ing g them them with with a peer su support pport networ network k and fami famili liari arizi zing ng them them w wit ith h stress stress m manag anagem ement ent techni techniques ques,, thus thus hel help p dev develop elop com comm mitmen itmentt to teachin teaching g as a career
The TIP has packaged a set of 17 self-instructional modules and Implementation Manual to serve as knowledge, skill, and attitude inputs for an induction program for begin program beginni ning ng teachers teachers with with thr three ee year yearss ex experi perience ence or less. less. Th Thee fi first rst 5 m modul odules es are meant meant to provide provide ori orienta entati tion on and and directi direction on to to th thee new teach teacher er in in the the public publ ic schools schools.. The The modul modules es are (1 (1). ). Educati Educational onal Laws and Surv Surveys eys Prog Program ramss and Projects of the Depart Departmen mentt of Edu Educati cation, on, ((2.) 2.) Th Thee Phi Phili lippi ppine ne Basi Basicc Edu Educati cation on Curriculum, Multigrade Teaching, Alternative Learning System, (3.) Grading for Performance, Roles, Responsibilities and Accountabilities of a Filipino Teacher, (4.) Professionalism and Personal Welfare, and (5.) School and Community Partnership. The rest of the modules (6-17) dwell on the curriculum and instruction geared towards the teaching of the different subject areas in both the elementary and the secondary levels. They include the teaching of English, Filipino, Mathematics, Science, Makabayan, Araling Panlipunan, Edukasyon sa Pagpapahalaga at Edukasyong Pagpapakatao (Values Education), Music, Arts, Physical Education and Health (MAPEH) and Technology and Livelihood Education (TLE). The modules have a pre-test and a post-test section in order to gauge the gain of the user. Each of the beginning teachers is assigned a mentor who guides and helps in the completion of the modules. Various monitoring activities were devised to ensure the achievement of the objectives such as Self- Monitoring- by the Inductees, Internal Monitoring- by Mentors and Coordinators and External Monitoring – by Division TIP Team, Regional Supervisors and TEC. In 2006, the TIP was pilot tested in 17 divisions, in 2007 the revision and fine tuning of the modules were done and finally in 2008, the Mass institutionalization of Teacher Induction Program through DepEd Memo No. 39, s. 2008.
5. As the teachers continue to teach in the basic education schools of the country, they continuously address their personal and professional development in order to keep pace with the demands of the profession. This point in the roadmap is the In-service and Professional Development of Teachers. It provides various delivery modes to assure the necessary improvement in the learning outcomes of the students through effective teaching. In-service training is a joint responsibility of the DepEd and the CHED- TEIs or academic institutions as the service providers. In order to further the collaborative effort of the DepEd and the TEIs, CHED and TEC identified the Centers of Training among the TEIs based on the following criteria; level 2 accreditation and fifty percent passing in the LET. 6. The end of the road map is a turning point in the teacher’s career path. Upon retirement, a professional teacher may reap the fruit of years of service and enjoy retirement doing something else not related to teaching. Others may put on a new tire and go back as a college faculty in private institutions, or put up schools and becomee sch becom school ool head.
The NATIONAL COMPETENCY - BASED TEA TEACHER CHER STANDARDS STANDARD S (NCB TS)
At the heart of the TEDP road map is the National Competency-Based Teacher Standard (NCBTS). Its strategic position implies that at every point along the way, the bedrock is the NCBTS. The national standard for teachers provides the fundamental direction on how each point in the map hones the teacher who is the significant element in the country’s educational system. The great responsibility of improving the educational performance of every learner in our nation’s schools lies in the hands of the professional teachers. The NCBTS was developed through a long series of discussions, consultative and validation meetings involving representatives from the different levels of th DepEd bureaucracy, from almost all the regions of the country, from CHED, TEIs, the PRC, the Teacher Education Council (TEC), academe, associations of teachers, principals, directors, NGOs, Civil Service Commission and the National Economic Development Authority (NEDA), among others. The initial framework used was drafted under the Basic Education Assistance for Mindanao(BEAM), an AusAid project in 2003-04. A Joint Memo for the Adoption of the NCBTS by TEC – DepEd, PRC , TEIs/CHED and CSC was done through a MOA signed on March 13, 2007.
The NCBTS articulates a view of ideal teaching that is closely linked to current understanding about effective learning. Thus, the qualities of the good teacher are not defined in an abstract technical sense, as teaching is not viewed merely as a technical process that is executed with prerequisite inputs and expected outputs. Rather, the new paradigm embodied in the NCBTS is a reflective acquisition and application of complex and problematic technical knowledge to facilitating student learning in actual contexts (Bernardo, 2006). The competency-based teacher standards are organized hierarchically. At the highest level are the 7 domains. A domain domain is is defined as a distinctive sphere of the teaching-learning process, and also a well defined arena for demonstrating positive teacher practices. Each domain is defined in terms of a principle of ideal teaching associated with enhanced student learning. Under each domain are strands are strands.. Strands refer to more specific dimensions of positive teacher practices under the broad conceptual domain. Under the strands are indicators indicators.. They are concrete, observable and measurable tche behaviors, actions, habits, routines and practices practi ces known known to creat create, e, ffacil acilit itate ate an and d support support en enhan hanced ced stu student dent learni learning ng.. The integration aspect of the NCBTS can be seen from inside of the sphere going out. At the center are the technical aspects of teaching and learning. learning. Domain Domain 33 Diversity of Learners, Learners, Domain Domain 44- Curriculum, Curriculum, and and Domain Domain 5- Planning, Asse Assessing ssing and Reporting are are closely related to ea each ch other. They descri describe be the necessary good teaching practices. ICT competencies are included as a separate strand in the Curriculum domain. Domain domain. Domain 2- The Learning Environment, and Environment, and Domain 6- Community Linkages Linkages connect connect the teaching practices to appropriate teaching-learning contexts: immediate physical, psychological, and social contexts to larger sub-cultural, economic, political and historical contexts of the community. All the five domains earlier mentioned make up the full range of teacher practice that relate to are facilitating learning. otherthe hand, hand, Domain Domain 1- Social Regard egard forasLearning Learning, , and Domain and Domain 7-Personalcredible, Growth digni and fied and Professional Development Development are the driving forcesOn thatthe trigger other five domains. TheR teacher a role model and a professional dignified effective facilitator of learning.
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As an integrated whole, the NCBTS is presented in Figure 2.
Figure 2: The National Competency Based Teachers Standards To be able to achieve effective teaching, teachers should see themselves as capable of achieving the dimensions of good teaching. Using the NCBTS as a framework, teachers should be able to see their strengths and ensure that such strengths be consistently utilized in teaching practice. On the other hand, if weaknesses are identified, teachers can plan for various professional development activities, including training. In short, the NCBTS describes what effective or good teaching is in terms of what a teacher is capable of doing to make the students learn better. The following are the essential features of the 7 domains. Specific indicators under each strand and domain can be seen in Annex A. Domain 1: Social Regard for Learning In this domain the teacher asks; “Can my students appreciate and model the value of learning through my interactions with them?” It 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?” This domain 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?” This domain 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 the 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? Hav Havee I made made use use of ICT appr appropri opriatel ately” y”.. Th This is domain domain ref refers ers to al alll eelem lement entss of the teach teachin ing-l g-learn earnin ing g pr process ocess th that at wor work k in in con conver vergen gence ce to help help stu student dentss
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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, Planning, Assessing Asses sing and Repo Reporting rting 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?’ 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 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?” 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, particularly as these links 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 professi onal teacher?” teacher?” The The dom domain ain of Person Personal al Grow Growth th and and Pr Prof ofessi essional onal Develo Developm pment ent emp emphasi hasizes zes tthe he ideal ideal tha thatt teach teachers ers v valu aluee havin having gah hig igh h per person sonal al regar regard, d, concern for professional development, and continuous improvement as teachers. At pre-service education, the NCBTS provides the core of the curriculum for teacher education. The competencies required of any future teacher shall be in accord with the NCBTS. Before pre-service teacher education students graduate from a TEI, there is an assurance that these graduates have acquired the fundamental competencies required by the NCBTS. As early as the pre-service education, the formation the teachers needs to be intensified along these accepted standards. A set of the NCBTS for Pre-Service Teachers had been prepared patterned after the NCBTS. The 7 domains explain the nature of engagement of the prospectiv prospect ivee teach teachers ers that that wi will ll encou encourag ragee th these ese fut futur uree teach teachers ers to be begi gin n to understan understand d th thee respon responsib sibil ilit ities ies and rrequi equirem rements ents of a prof professi essional onal teacher. teacher. In the same manner, the Licensure Examination for Teachers (LET) is also anchored on the fundamental framework of the NCBTS. A Table of Specification based on the NCBTS w was as recen recentl tly y craft crafted ed for for u use se iin n th thee Licensu Licensure re Ex Exam amin inati ation on for for T Teacher eacherss ef effect fectiv ivee Septem September ber 2009. The same will hold true with the criteria for recruitment, selection and promotion of teachers by the DepEd and the Civil Service Commission (CSC). The performance perform ance apprai appraisal sal of teachers teachers wil willl be pattern patterned ed af after ter th thee sam samee fr frame amework. work. For consistency and sustained implementation, the Teacher Induction Program (TIP) has framed all its content and pedagogy on the same standard. Any professional professi onal developm development ent activi activity ty or an any y fform orm of deliver delivery y thro throug ugh h in-serv in-service ice trai traini ning ng shou should ld be based on th thee NCBTS. The Philippinerole National Teacherprocess Standards (NCBTS) definedofwhat is. It has clearly stated the strategic and indispensable of the Competency-Based TEACHER in the learning of the students.has Because this, EFFECTIVE it is necessaryTEACHING that teacher development be continuously supported and nurtured based on the NCBTS. Hence, it is imperative to determine each individual teacher’s strengths and weaknesses along the said competencies. It is in this context that the Teacher Strengths and Training Needs Assessment (TSNA) Tool was designed. The TSNA is anchored on the overarching concept of teacher professional development. It is formative as a tool that will encourage teachers in taking personal responsibility for their own growth and professional advancement. The view in mind is to promote student learning. The TNSA tool is anchored on the NCBTS Framework where domains, strands and performance indicators are translated into specific Knowledge, Skills, and Attitudes (KSAs) to compose the TSNA Tool of 270 KSAs. This framework contains seven integrated domains for effective teaching: Domain 1–Social Regard for Learnin Lea rning; g; Domain 2– 2–Learning Learning Env Environm ironment; ent; Domain 3–Diversity of Lea Learners; rners; Domain 4–Curriculum; Domain 5–Plannin 5–Planning, g, Assessing Ass essing and Reporting; Domain 6–Community Linkages; and Domain 7–Personal Growth and Professional Development. Each domain has its corresponding strands and each strand has perform perf ormance ance indi indicators. cators. A total of seven domain domains, s, 23 str strands ands and 80 perf perform ormance ance iindi ndicators cators make up the NCBTS. For detai details ls of th thee NCBTS-TSNA, please please refer to Appendix 2. The TSNA is essential in providing quality professional development programs that are aligned with the needs of the clientele. The TSNA determines the differences between the desired condition (what (what ought to be) be) and the actual condition (what ( what is) is) in terms of teacher’s competencies with the NCBTS-TSNA. The actual situation is described as the current personal competencies as perceived by the teacher. The profile of the teacher’s current competencies is compared to the NCBTS standards for effective teaching. The TSNA, therefore, identifies the difference between the expected and the current teacher’s competencies in terms of Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands, and competency indicators of the NCBTS. The TSNA involves three essential stages of training needs analysis based on the NCBTS: Phase I (What (What Should Be) Be) consists consists of Job Analysis for Effective Teaching. It was done by analyzing and establishing nationally set teacher standards in behavioral terms that identify effective teaching competencies. Phase II (What is) is) consists of Teacher Self Analysis as a process to determine the current teacher competency levels in KSA terms which is done by the individual teacher as an effective teaching practice at the school level. Phase level. Phase III (Difference analy analysis) sis) is is the matching of Phase 1 and Phase 2 to determine the difference between the standards set and the current teachers’ data by on the theirstandards. competencies. The difference analysis intends to profile find outvis if the teacher’s competencies areteac equal more than, or less than the competencies established The results provide data for the teacher a vis the vis the standards for good hin hing. g.to,Phase P hase III is carried out for their respective purposes related to professional teacher training and development at the school, cluster, District or Division level An important outcome of the TSNA process is the impact from the individual teacher that it feeds in the preparation of the Individual Plan for Professional Development Program (IPPD). It will also be used in designing professional development programs and activities for teachers at the school, division and regional levels. The consolidated IPPDs would in turn inform the School Improvement Plan (SIP), Division Development Plan (DEDP) and the Regional Development Plan (REDP). When established, the TSNA system ensures that “teachers “teachers routinely use NCBTS in making self-assessments of their current practices to identify their individual strengths and development needs, and t hat school heads, division and regional offices also routinely use CBTS in identifying teacher performance factors that af fect school-wide learn learning ing outcomes outcomes”” (BESRA PIP, 2006 Version (PIP V.1, p. 21). Currently, the NCBTS-TSNA is on a national roll out. During this summer vacation months (April – May 2009), an intensified school to school campaign will be done where all the basic education public school teachers in all the schools would be working on their NCBTS-TSNA. By the beginning of classes (June 2009), the Principals/School Heads would have the result of the TSNA and could thus begin to work on the needs of teachers. While the NCBTS is not a performance appraisal tool, eventually if the teachers find them useful in plotting their own growth and development, it could be used as a measure of their improvement. What we hope to see is that teachers will find the NCBTS useful and would ‘own’ them for personal development plan.
Policy Reforms Needed to Ensure Implementation of NCBTS
1. DepEd Policy requiring all training and development programs (on-going and future) to include a session on NCBTS orientation
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. ep Policy Guidelines
promulgat promul gatin ing g NCBTS-based NCBTS-based INSET INSET system system in the the departm department ent w whi hich ch incl include ude among others, others, al alloca locati tion on an and d util utiliz izati ation on o off INSET INSET ffun unds ds for for imp implem lement entati ation on by by Bureau of Elementary (BEE) and Bureau of Secondary (BSE) 3. Policy Integration on the Master Plan for Teacher Education that would spell out how NCBTS would be operationalized in the TEIs, PRC, CSC, etc. 4. Policy review for recruitment, selection, hiring, deployment of teachers’ welfare, benefits, incentives etc (DepED Hiring Guidelines ) 5. Policy recommendation through a DepEd Order on hiring only licensed teachers from pre-school in all public/private schools and adoption of competency based screeni screening ng,, selecti selection on an and d hiri hiring ng sy system stem (i (incl ncludi uding ng LGU LGU-fu -funded nded teach teacher er iitem tems) s) 6. Policy reform on the teacher licensure exam to make it competency-based 7. DepEd policy covering the involvement of DepEd in pre-service education – in collaboration with CHED-TEIs 8. BEE and BSE to ensure NCBTS-based teacher training and development programs are integrated into their program, projects and activities 9. IP and Muslim Education TWG to enhance the NCBTS by including Indigenous Knowledge, Skills and Practices. IP/ME TWG to come up with enhanced NCBTS to to in inclu clude de In Indi digen genous ous Know Knowled ledge, ge, Skill Skillss and Practi Practices. ces.
CONCLUSION
Currently, the NCBTS-TSNA is still being rolled out nationwide. The initial responses (during the pilot phase) were positive and we hope it will continue to be so, not only for their own improvement but more so for the improved quality of education of the Philippines.
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REFERENCES:
EDCOM Report of 1992 EFA, 2005-2015 PCER Report of 2000 Medium Term Philippine Development Plan 2004-2010 Experiential Learning Courses Handbook Teacher Induction Program – Implementation Manual NCBTS-TSNA Orien Orientati tation on Manu Manual al G Gui uide de for for Tr Train ainers ers an and d Im Impl plemen ementers ters NCBTS-TSNA Tool Toolkit kit Individual Plan for Professional Development (IPPD) for Teachers Guide and Tools Teacher Education and Development Program (TEDP) Final Report, 2006 State of Basic Education 2007 Education Laws and Policies (RA 7836, RA 9293, RA 9155, RA 7784)
Annexes: Annex 1. NCBTS Annex 2: NCBTS-TSNA Self-Assessment Tool
Annex 1
NATIONAL NATI ONAL COM PETENCY-B PETENCY-BASED ASED TEACHER STANDARDS (NCBTS) Statement of principle
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‘Teachers in all Philippines public schools are com mitted and accountable for providing cclassroom lassroom instruction instruction with results that are m anifested anifested in high perform ance lev els in terms of stud ent learning outco mes . Teachers are ded icated to the well-b eing of the students and com mu nities they serve, taking iinto nto account their cultural diversity, group group aspirations and what is valued in education.
Domain 1. Social Regard for Learning This domain of Social regard for Learning focuses on the ideal that the the teachers serve as positive and powerful role model s of the values of the pu rsuit of learning and of different kinds of the e ffort ttoo learn. The teacher’ s actions, statements statements,, and different types of interactions with students exemplify this ideal.
Stran ds o f Desi red T each in g Performan ce
Performance I nd i cato rs 1.1. 1.1.11 implem ents school policies and procedures 1.1.2 demonstrates punctuality
1.1 Teacher’s actions demonstrate value for learning
1.1. 1.1.33 maintains appropriate appearance 1.1.4 is careful abo ut the effect of one’s behavior on students 1.1.5 shows respect for other persons and their ideas
sources . 1.2 1.2 Demonstrates that learning i s of different kinds and from different sources.
1.2.1 makes use of various learning experiences and resources
Domain 2. Learning Environment The domain of Learning Environment focuses on importance of providing for a social, psychological and physical environmental 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.
Stran ds of of De Desi red Te Teach in g Pe Performan ce
Perfo rman ce IIn n di cators
2.11 Crea 2. Creattes an env envir iron onmen mentt tha thatt pro promot motes es fairn airnes esss
2. 2.1. 1.11 mai maint ntai ains ns a lear learni ning ng env envir iron onmen mentt ooff cour courttes esyy an andd rres espe pect ct ffor or di difffer eren entt learners (e.g. ability, culture, gender) 2.1.2 provides gender-fair opportunities for learning 2.1.3 recogni zes that ev every ery learner has strengths
2.2 Makes the classroom environment safe and conducive to learning
1. maintains a safe, clean and orderly classroom free from distractions 2. arranges challenging activities given the physical environment 3. uses individuals and cooperative learning activities to improve capacities of learners for higher learning
2.3 Communicat Communicates es high higher er lear learning ning expecta expectatio tions ns to to each lear learner ner
2.3.1 2.3.1 en encourag courages es lea learner rnerss to aask sk quest questions ions 2.3.2 provides learners with a variety of learning expe rience s 2.3.3 provides varied varied enri chm ent activities to nurture the desire for further learning 2.3. 2.3.44 c ommunicates and maintains high standards of learning performance
1. handles behavior problems quickly and with due respect to
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2.4 Establishes and maintain consistent standards of learners’ behavior
children’s rights
2. gives timely feedback to reinforce appropriate to learners’ learners ’ behavior 3. guides individual learners requiring development of appropriate social and learning behav behavior ior
4. communic ates and enfor enforces ces school policies and procedures for appropriate learner behavior
2.5 Creates a healthy psychological climate for learning
2.5.1 Encourages free expression of ideas from students 2.5.2 Creates stress-free stress-free environmen t 2.5.3 Takes measures to minimize anxiety and fear of the teacher and/or subject
Domain 3. Diversity of Learners This domain of Diversity of Learners emphasizes the idea l that the teachers can facilitate the learning process in diverse learners by first recognizing and respecting in dividual differences, then using knowledge about students’ differences to design di verse sets of learning activities to ensure that all students can attain desired learning goals.
Strand s of Desired T each i ng Perfo rman ce
Performance I nd i cato rs
1. Determine, understand, and accept the learners’ diverse background
1. obtains information on the learning styles, multiple intelligences and needs of learners
knowledge and experience
2. designs or selects learning experiences suited to different kinds of learners
3. establishes goals that define appropriate expectations for all learners
4. paces lessons appropriate to needs and/or difficulties of learners 5. initiates other learning approaches for learners whose needs have not been met by usual approaches
6. recognizes multi-cultural background of learners when providing learning opportunit opportunities ies
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7. adopts strategies to address nee ds of differently-abled students 8. makes appropriate adjustments for learners of different socio-economic backgrounds
Domain 4. Curriculum The domain of Curriculum refer to all the e lements of the teaching-learning process that w work ork in convergence to he lp students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources
Str tran and d s o f D eesi sirr ed ed T eac each h in in g Per Per fo fo rma rman n ce ce
Pe Perr fo fo rma rman n ce ce In In d dii cat cato o rs rs
4.1 Demonstrates mastery of the the subjec t.
1. delivers accurate acc urate and u updat pdated ed content knowl knowledge edge usin using g appr appropriate opriate methodologies, approaches and strategies 2. integrates language, literacy and quantitative skill development and values in his/her subject area instructional procedures and content clearly and accurately 3. explains learning goals, instructional to students
4. links the current content with past and future lessons 5. aligns with lesson objectives the teaching methods, learning activities and instructional materials or resources appropriate to learners
6. creates situations that encourage learners to use high order thinking skills 7. engages and sustains learners’ interest in the subject by making content meaningful and relevant to them
8. integrates relevant scholarly works and ideas to enrich the lesson as needed 9. integrates content of subject area with other disciplines
2. Communicates clear learning goals for the
4.2.1 sets appropriate learning goals 4.2.2 learners understand the learning goals
lessons that are appropriate for learners
4.3 Makes good use of allotted instructional time
4.3.1 establishes routines and procedures to maximize instructional time 4.3.2 plans lessons to fit within available instructional time
1. translates learning competencies to instructional objectives
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4. Selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to objectives of the lesson
2. selects, prepares and utilizes instructional materials appropriate to the learners and to the learning objectives
3. provides activities and uses materials which fit the learners’ learning styles, goals and culture
4. uses a variety of teaching approaches and techniques appropriate to the subject matter and the learners
5. utilizes information derived from assessment to improve teaching and learning 6. provides activities and uses materials which involve students in meaningful learning 7. uses a variety of teaching approaches and techniques appropriate to the subject matter and the learners
8. utilizes information derived from assessment to improve teaching and learning 9. provides activities and uses materials which involve students in meaningful learning
1. designs and utilizes teaching methods that take into account the learning process 5. Recognizes general learning processes as well as unique process of individual learners
4.6 Promotes purposive study (from (from Dom ain 1)
4.6.1 cultivates good study habits through through app ropriate ac tiv tivities ities and proje cts
Domain 5. Planning, Assessing & Reporting
The domain of Planni ng, Assessing and Reporting refers to the alig nment of assessment and planning activities. In particular, the domain focuses on the (1) use of assessment data to plan and revise teaching-learning plans, (2) the integration of assessment procedures in the plan and implementation of teaching-learning activities, and (3) reporting on learner’s actual achievement and behavior .
Str tran and d s o f D eesi sirr ed ed T eac each h in in g Per Per fo fo rma rman n ce ce
1. Develops and utilizes creative and appropriate instructional instructional plan
2. Develops and uses a variety of appropriate
Perf erfo rma rman n ce ce I n nd d iica cato torr s 5.1.1 Shows proofs of instructional planning 5.1.1 5.1.2 Implements instruction as plan 5.1.3 Demonstrate ability to cope with varied teaching milieu
1. prepares formative and summative tests in line with the curriculum 2. employs non-traditional assessment techniques (portfolio, journals, rubrics, etc.)
assessment strategies to monitor and evaluate learning.
3. interprets and uses assessment results to improve teaching and learning 4. identifies teaching-learning difficulties and possible causes and takes appropriate action to address them
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5. uses tools for assessing authentic learning
3. Monitors regularly and provides feedback on learners’ understanding of content
1. provides timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growth
2. keeps accurate records of grades/performance levels of learners
4. Communicates promptly and clearly to learners,
1. conducts regular meetings with learners and parents to report learners’ progress 2. involves parents to participate in school activities that promote learning
parents and superiors about progress of learners
Domain 6. Community Linkages
The domain of Community Linkages focuses on the ideal that classroom 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 schools and communities, particularly as these lin ks help in the attainment of the curricular goal s
Stran ds o f Desi red T each in g Performan ce
1. Establishes learning environments that respond to the
Performance I nd i cators
1. involves community in sharing accountability for the learners’ achievement 2. uses community resources (human, material) to support learning
aspirations of the community
3. uses the community as a laboratory for learning 4. participates in community activities that promote learning 5. uses community networks to publicize school events and achievements 6. encourages students to apply classroom learning to the community
Domain 7. Personal Growth & Professional Development
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The domain of Personal Growth and Professional Development emphasizes the ideal that teachers value having a high personal regard for the teaching profession, concern for professional development, and continuous improvement as teachers. teachers.
Stran ds of of De Desi red Te Teach in g Pe Performan ce 7. 7.11 Takes Takes pride pride iinn th thee nob nobilit ilityy of tteach eaching ing aass a pr prof ofes essio sion. n.
Perfo rman ce IIn n di cators 7.1. 7.1.11 main mainta tains ins st stat ature ure and bbeha ehavvior th that at uupho pholds lds tthe he di digni gnity tyof tteach eaching ing 7.1.2 allocates time for personal and professional development through participation participat ion in educational seminars and workshops reading educational materials regularly engaging in educational research
3. manifests personal qualities such as enthusiasm, flexibility and caring 4. articulates and demonstrates one’s personal philosophy of teaching
7.2 Builds professional links with colleagues to enrich teaching practice
1. keeps abreast with recent developments in education 2. links with other institutions, organizations for sharing best practic es
3. Reflects on the extent of the attainment of professional development goals
1. reflects on the quality of his/her own teaching 2. improves teaching performance based on feedback from students, peers and superiors and cooperating teachers.
3. accepts personal accountability to learners’ achievement and performance
4. uses self-evaluation to recognize and enhance one’s strengths and correct one’s weaknesses
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