Professional Standards!
for Teachers/!
Developmental NCBTS!
!
Gina O. Gonong !
Philippine Normal University!
Research Center for Teacher Quality!
A
project
of
the
Department
of
Foreign
Affairs
and
Trade
Australian
Aid
Program
through
the
efforts
of
the
University
of
New
England
SiMERR
NaConal
Research
Centre
in
partnership
with
the
Philippine
Normal
University,
the
NaConal
Center
for
Teacher
EducaCon
Reference Panel!
*MR. CLODUALDO PAITON!
DR. AMELIA A. BIGLETE, Director IV! Curriculum Specialist!
Office for Program and Standards Development! Department of Education!
Commission on Higher Education! !
! *MR. FERNANDO PANTINO!
DR. PURITA P. BILBAO! Senior Program Education Specialist!
Chair, Technical Panel for Teacher Education! Department of Education!
Commission on Higher Education! !
! MARIA LOURDES D. PANTOJA, Director III!
AZUCENA P. ESLETA, Director IV! National Educators Academy of the Philippines !
Human Resource Policies and Standards Office ! Department of Education!
Civil Service Commission! !
! DR. YOLANDA B. QUIJANO
DR. FE A. HIDALGO! Former Undersecretary for Programs and
President! Projects
Foundation for Upgrading the Standard of Department of Education
Education! !
! DR. CHITO B. SALAZAR!
DR. PARALUMAN R. GIRON! President!
Member, Professional Board for Teachers! Philippine Business for Education!
! !
*MR. ABELARDO MEDES! DR. ETHEL AGNES P. VALENZUELA!
OIC, Bureau of Elementary Education! Senior Specialist!
Department of Education! SEAMEO-INNOTECH!
A
project
of
the
Department
of
Foreign
Affairs
and
Trade–Australian
Aid
Program
*Represen)ng
the
Directors
through
the
efforts
of
the
University
of
New
England
–SiMERR
NaConal
Research
Centre
in
partnership
with
the
Philippine
Normal
University,
the
NaConal
Center
for
Teacher
of
DepED
Bureaus
EducaCon
Content
Knowledge and
Curriculum
Learning Pedagogy
and
Environment Planning
Diversity Assessment
of and
Learners
D-NCBTS Reporting
Highly
Proficient
Dis)nguished
Beginning
Community
Proficient
Teacher
Teacher
Teacher
Teacher
Linkages
Personal and
Growth and Professional
Professional Engagement
Development
NCBTS
Product of validation undertaken with pre-
service teachers, teacher educators,
teachers, principals and supervisors
(National validation was approved by Br.
Armin in February 2015.)!
Teachers in the Philippines:!
Use of Mother Tongue, Filipino and
Strategies for developing critical and English in instruction!
creative thinking skills!
Know
what
Classroom communication strategies
Knowledge of research!
to
teach
and
how
to
Learners’
Maintain
a
teach
it
Are
responsive
linguistic, cultural,
socio-economic
learning-‐ to
learner
and religious
backgrounds!
focused
diversity
environment
Learners in
difficult
circumstances!
Use
a
variety
of
Plan
and
assessment
tools
to
design
inform
and
enhance
effec)ve
Learners from
the
teaching
and
learning
process
instruc)on
Indigenous
Groups!
Establish
Engage
in
professional
reflec)on
community
and
assume
rela)onships
and
responsibility
for
uphold
personal
professional
ethics
professional
learning
Structure of Domains of Professional
Standards for Teachers!
D-‐NCBTS
NCBTS
Central to
the new K
Subsumed
1 Social Regard for 1 Content Knowledge to 12
in other Learning! and Pedagogy! Reform and
domains! places, at
the
2 Learning Environment! 2 Learning Environment! beginning,
the
importance
3 Diversity of Learners! 3 Diversity of Learners! of teachers
knowing
4 Curriculum and 4 Curriculum and their
Planning! Planning! content and
knowing
Assessing
5 Planning, 5 Assessment and how to
and Reporting! Reporting! teach it. !
!
6 Community Linkages and
6 Community Linkages! Professional Engagement!
7 Personal Growth and 7 Personal Growth and
Professional Development! Professional Development!
A
project
of
the
Department
of
Foreign
Affairs
and
Trade–Australian
Aid
Program
through
the
efforts
of
the
University
of
New
England–SiMERR
NaConal
Research
Centre
in
partnership
with
the
Philippine
Normal
University,
the
NaConal
Center
for
Teacher
EducaCon
The Paradigm Shift!
Pre-K to 12! K to 12!
Paradigm
Shi1
NCBTS! D-NCBTS!
(a
continuum of teaching
practice defined in terms of
distinct career stages)
A
project
of
the
Department
of
Foreign
Affairs
and
Trade
Australian
Aid
Program
through
the
efforts
of
the
University
of
New
England
SiMERR
NaConal
Research
Centre
in
partnership
with
the
Philippine
Normal
University,
the
NaConal
Center
for
Teacher
EducaCon
Teacher
Professional
Growth
Teacher professional growth can be represented by:!
!
!
Beginning ! Exemplary
!
training! practice!
!
It is valuable to have sign posts along the way to help identify
progress. We call these career stages.!
Teacher quality Stages are developmental in nature and exist
on a quality continuum.!
!
This is about teachers, not leadership roles such as Assistant
Principals and Principals. !
Rationale for Career Stages
The description of standards at different career
stages provides “a framework for the teacher
development continuum.”
(OECD,2005)
Teacher evaluation should be based on
professional teaching standards and should be
sophisticated enough to assess teaching quality
across the continuum of development from novice
to expert teacher.
(Darling-Hammond in Strauss, 2012)!
Developmental Pathway for Teachers!
Career
Pathing
Stage
4
Stage
3
?
Stage
2
?
Recruitment
Stage
1
?
and
Hiring
(Novice?)
Learning
AcAon
Cells
Teacher Entry CompensaAon
Requirements!
Teacher
AccreditaAon
at
Career
Stage
2,
3,
4
and
Head
Teacher
PosiAon
Teacher
Education! Classroom
ObservaAon
Tool
&
Self-‐ReflecAon
Tool
Targeted
Professional
Development
and
Teacher
Training
Career Stage Description!
Career Stage 1 – Career Stage 2: Career
Stage
3:
Career
Stage
4:
Novice?! Proficient Highly
Proficient
DisAnguished
! Teachers/ ?! Teachers/
?! Teachers/
?!
• meet the entry • professionally • consistently • embody the
requirements in independent in display a high highest
the profession ! the application level of standard for
• possess the of skills vital to performance in teaching
requisite the teaching their teaching grounded in
knowledge and and learning practice ! global best
skills vital to the process! • provide support practice !
teaching and • display skills in and mentoring • recognized as
learning process! planning, to colleagues in educators,
• seek implementing their leaders,
professional and evaluating professional contributors to
support from learning development ! the profession
more programs!
and initiators of
experienced ! collaboration
colleagues! and partnership!
Targeted Professional Development
for Teachers
NCBTS
Domain
2.
Learning
D-‐NCBTS
Domain
3.
Diversity
of
Learners
Environment
Strand
3.1
Learners’
gender,
needs,
strengths,
interests
and
experiences
Stage
4
Stage
3
2.1.3
Recognizes
that
every
learner
v
Stage
2
e
3.1.4
Lead
has
strengths
Stage
1
3.1.3.
Work
with
colleagues
to
r
colleagues
to
evaluate
3.1.2
Use
share
s
3.1.1
differen)ated,
differen)ated
differen)ated,
u
Demonstrate
developmentally-‐ developmentally-‐ strategies
to
s
knowledge
and
appropriate
enrich
teaching
appropriate
understanding
learning
prac)ces
that
opportuni)es
to
of
differen)ated
experiences
to
address
learner
address
learners’
teaching
to
suit
address
learners’
differences
in
differences
in
“One
size
fits
all”
the
learners'
gender,
needs,
gender,
needs,
gender,
needs,
gender,
needs,
strengths,
strengths,
strengths,
strengths,
interests
and
interests
and
interests
and
interests
and
experiences
experiences
experiences.
experiences.
Learning
AcAon
Cells
Targeted
professional
development
The
Development
of
Professional
Standards
for
Teachers
and
the
Valida)on
• consultations with key stakeholders over
the life of the project!
!
• lexical and content analyses undertaken
on DepED and other government
documents, print discourse and
international teacher standards in over 40
jurisdictions!
• psychometric studies of indicators
differentiated according to career stages!
o Do
the
indicators
have
clarity
of
meaning?
o Are
the
indicators
important
to
teachers
and
are
at
their
appropriate
level?
o How
do
teachers
assess
the
level
of
difficulty
of
indicators
across
the
four
stages?
Indicators have excellent item reliability!
Summary of Psychometric Parameters for the Anchored and
Linked Models !
Anchored Model! ! ! ! Linked Model! !
Form A! ! Form B! ! ! !
Item Mean! 0.00! Item Mean! 0.01! Item Mean! 0.00!
Item SD! 0.59! Item SD! 0.66! Item SD! 0.62!
Item Reliability! 0.88! Item Reliability! 0.91! Item Reliability! 0.89!
! ! ! ! !
Case Mean! -1.59! Case Mean! -1.52! Case Mean! -1.56!
Case SD! 1.29! Case SD! 1.28! Case SD! 1.28!
Case Reliability! 0.95! Case Reliability! 0.96! Case Reliability! 0.95!
Valida)on
through
Focus
Group
Workshops
Secretary
of
Educa)on,
Br.
Armin
Luistro,
gave
his
approval
to
proceed
to
the
na)onal
valida)on
of
the
standards
across
17
regions
on
February
3,
2015.
! Workshop Questions!
National Focus Group
•
What are the participants’ perspectives/
views/opinions on the draft D-NCBTS
domains, strands, indicators and career
stages? !
• Are the indicators assessable?!
• What constitutes evidence of meeting the
indicators?!
• Overwhelming response was very positive!
• Field saw the set of standards as a valid
description of the teaching profession!
• Indicators across career stages are
achievable in practice !
The
validated
set
of
professional
standards
for
teachers:!
• reflects
the
views
and
aspira)ons
of
teachers,
as
well
as
the
relevance
of
the
standards
to
teachers’
professional
prac)ce;
• is
seen
to
have
the
poten)al
to
empower
the
profession
and
encourage
teachers
to
stay
in
the
teaching
track;!
The
validated
set
of
professional
standards
for
teachers:!
• Is
already
being
used
in
draf
form
by
DepED
in
the
pilot
version
of
the
new
Results-‐based
Performance
Management
System
(RPMS).
System Anchored on Developmental
Standards!
Professional
Development
/
In-‐service
Training
Teacher
Classroom
Posi)on
and
Observa)on
Competency
tool
Standards
Profile
(RPMS)
across
career
stages
Teacher
Accredita)on
Teacher
at
Career
Self-‐
Stage
2,
3,
4
Assessment
and
Head
Tool
Teacher
Posi)on
A
project
of
the
Department
of
Foreign
Affairs
and
Trade
Australian
Aid
Program
through
the
efforts
of
the
University
of
New
England
SiMERR
NaConal
Research
Centre
in
partnership
with
the
Philippine
Normal
University,
the
NaConal
Center
for
Teacher
EducaCon
Proposed Assessment Process for Teachers
Performance
Proposed Career Planning and Performance
Stage (CS) for Self-Assessment
According to ! Commitment! Monitoring and
teachers who are
Career Stage! RPMS: Identifying Coaching!
in service prior to
May 2016*:! (May)! Objectives and
(November)!
• CS1- TI (0-3 Performance
years in service)! Indicators!
• CS2- TI (4 years
or more in
service), TII, TIII! Communities of Practice such as!
• CS3- MTI, MTII!
• CS4- MTIII, Learning Action Cells (LACs) !
MTIV! (continuous) !
Performance Performance
Rewarding and Review and
Development Evaluation !
Planning! (April)!
*or
any
other
agreed
upon
)meline
Proposed Flowchart for the Movement to Career Stages!
Voluntary
Accreditation!
Career Stage 4!
Distinguished (?)!
Voluntary !
MT III, MT IV!
Accreditation!
Career Stage 3!
Highly Proficient (?)!
Certification ! !
MT I, MT II!
(after 2 or 3 years)!
Career Stage 2!
Proficient (?)!
!
TI (4 years or more in
service),T II, T III!
Career Stage 1!
Beginning/Novice (?)! Professional
Development
Support:
!
Teacher I (0-3 years in
service) !
CommuniAes
of
PracAce
–
Learning
AcAon
Cells
*or
any
other
agreed
upon
)meline
Thank you. J!
A
project
of
the
Department
of
Foreign
Affairs
and
Trade
Australian
Aid
Program
through
the
efforts
of
the
University
of
New
England
SiMERR
NaConal
Research
Centre
in
partnership
with
the
Philippine
Normal
University,
the
NaConal
Center
for
Teacher
EducaCon
