EDUC 701 - Domains & Career Stages

law The National Competency-Based Teacher Standards (NCBTS) 

CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009.

• part of the implementation of the Basic Education Sector Reform Agenda (BESRA)

• Facilitated: Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education (STRIVE) project and the Third Elementary Education Project (TEEP).

The National Competency-Based Teacher Standards (NCBTS)

changed the landscape of teacher quality requirements in the Philippines. 

• focus on teacher quality – high quality teachers to assume the roles and functions of a K to 12 teacher.

The K to 12 Reform (R.A. 10533)

Domain:

1. Content knowledge and its application within and across curriculum areas 

2. Research-based knowledge and principles of teaching and learning 

3. Positive use of ICT 

4. Strategies for promoting literacy and numeracy 

5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills 

6. Mother Tongue, Filipino and English in teaching and learning 

7. Classroom communication strategies

Domain 1: Content Knowledge and Pedagogy

Domain:

1. Learner safety and security 

2. Fair learning environment 

3. Management of classroom structure and activities 

4. Support for learner participation 

5. Promotion of purposive learning 

6. Management of learner behavior

Domain 2: Learning Environment

Domain

1. Learners’ gender, needs, strengths, interests and experiences 

2. Learners’ linguistic, cultural, socio-economic and religious backgrounds 

3. Learners with disabilities, giftedness and talents  

4. Learners in difficult circumstances 

5. Learners from indigenous groups

Domain 3: Diversity of Learners

Domain:

1. Planning and management of teaching and learning process 

2. Learning outcomes aligned with learning competencies 

3. Relevance and responsiveness of learning programs 

4. Professional collaboration to enrich teaching practice 

5. Teaching and learning resources including ICT

Domain 4 Curriculum and Planning

Domain

1. Design, selection, organization and utilization of assessment strategies 

2. Monitoring and evaluation of learner progress and achievement 

3. Feedback to improve learning 

4. Communication of learner needs, progress and achievement to key stakeholders 

5. Use of assessment data to enhance teaching and learning practices and programs 

Domain 5: Assessment and Reporting

Domain:

1. Establishment of learning environments that are responsive to community contexts 

2. Engagement of parents and the wider school community in the educative process 

3. Professional ethics 

4. School policies and procedures

Domain 6: Community Linkages and Professional Engagement 

Domain

1. Philosophy of teaching 

2. Dignity of teaching as a profession 

3. Professional links with colleagues 

4. Professional reflection and learning to improve practice 

5. Professional development goals

Domain 7: Personal Growth and Professional Development

Career

• have gained the qualifications recognized for entry into the teaching profession. 

• understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. 

• They possess the requisite knowledge, skills and values that support the teaching and learning process. 

• They manage learning programs and have strategies that promote learning based on the learning needs of their students. 

• seek advice from experienced colleagues to consolidate their teaching practice. 

Career Stage 1 or Beginning Teachers 

Career

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

Career Stage 2 or Proficient Teachers

Career

consistently display a high level of performance in their teaching practice. They manifest an in-depth and sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience. Teachers work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice. They continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students.

Career Stage 3 or Highly Proficient Teachers

embody the highest standard for teaching grounded in global best practices. They exhibit exceptional capacity to improve their own teaching practice and that of others. They are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships. They create lifelong impact in the lives of colleagues, students and others. They consistently seek professional advancement and relevance in pursuit of teaching quality and excellence. They exhibit commitment to inspire the education community and stakeholders for the improvement of education provision in the Philippines.

Career Stage 4 or Distinguished Teachers