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Republic of the Philippines Department of Education Region I

DIVISION OF ILOCOS NORTE


Laoag City

NATIONAL COMPETENCY-BASED TEACHER STANDARD


Name: District/Division: Rating Period: Domain 1 SOCIAL REGARD FOR LEARNING School: Region: School Year:

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

RATING
ood Very G Few
1

1.1

Acts a role model for students

1.1.1 1.1.2 1.1.3

1.1.4 1.1.5

1.1.6
Sub-Total

Abides and implements school policies and procedures Attends classes and school activities regularly Demonstrates punctuality & promptness, honesty and integrity, dedication and commitment * submission of required reports and forms * reporting to school * attending school gatherings * posting of grades Observes regular attendance Maintains appropriate appearance * follows dress code * observes proper grooming Recognizes the effect of one's behavior on students/manifests behavior that elicits positive influence on the students

Rating = (Sub-Total / 6) Domain 2 LEARNING ENVIRONMENT

The domain of Learning Environment focuses on importance of providing for a social & 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.

RATING
ood Very G Few
1

2.1

Makes the physical environment safe and 2.1.1 conducive to learning. 2.1.2

Maintains a safe, clean and orderly classroom free from hazards & distractions i.e. video computer games, billiard halls, videoke joints. Provides challenging curricular and co-curricular activities given the physical environment. Handles behavior prblems quickly and with due respect to children's rights. Gives timely feedback and reinforcement appropriate to learner's behavior Guides individual learners towards development of appropriate social and learning behavior Communicates and implements school policies & procedures for classroom behavior Maintains a learning environment of courtesy and respect for different learners (e.c. ability, culture and gender) Provides gender-fair opportunities for learning Recognizes the strengths in every learner

2.2

Establishes and maintain consistent standards of learner's beahvior.

2.2.1 2.2.2 2.2.3 2.2.4

2.3

Creates an environment that promotes fairness

2.3.1 2.3.2 2.3.3

Sub-Total

Rating = (Sub-Total / 9)

Fair
2

Strands of Desired Teaching Performance

Performance Indicators

Good

Fair
2

Strands of Desired Teaching Performance

Performance Indicators

Good

-2Domain 3 DIVERSITY OF LEARNERS

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 to design diverse sets of learning activities to ensure that all students can attain appropriate learning goals.

RATING
ood Very G Few
1

3.1

Recognizes learner's background knowledge and experiences

3.1.1 3.1.2 3.1.3 3.1.4 3.1.5 3.1.6

Uses information on the learning styles and requirements of learners to design and select learning experiences Sets goals that define appropriate expectations for all learners Paces lessons appropriate to strengths and weaknesses, needs and difficulties of learners through varied/differentiated activities Uses appropriate learning approaches for learner's special needs Demonstrates sensitivity and responsiveness to multi-cultural background of learners Respects different religious beliefs held by learners Sets clear, challenging and achievable expectations on the holistic development of all learners Identifies learning gaps and takes actions to enable learners to catch up Employs integrative and interactive strategies for meaningful and holistic development of learners Recognizes/demonstrates sensitivity to unusual behavior of learners and takes appropriate action Intensifies and expands the ALS program Conducts massive campaign for participation in the accreditation and Equivalency (A&E), literacy cum-livelihood and other certificate programs

3.2

Demonstrates concern for holistic develop- 3.2.1 ment of learners 3.2.2 3.2.3 3.2.4

3.3

Recognizes the learning needs of adults and OSY's in the community

3.3.1 3.3.2

Sub-Total

Rating = (Sub-Total / 12) Domain 4 CURRICULUM

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.

RATING
ood Very G Few
1

4.1

Sets clear and appropriate learning goals for the lessons Demonstrates mastery of the subject

4.1.1 4.1.2

Sets clear learning goals and expectations (moved from 4.3.1) / communicates clearly to the learner Links the goals with the expectations of every learner Delivers accurate and updated content knowledge using appropriate methodologies, approaches and strategies Integrates language, literacy and numeracy skill development and values in his/her subject area Links the current content with past and future lessons Aligns the teaching methods, learning activities and instructional materials or resources appropriate to learners with lesson objectives Creates situations that encourage learners to use high order thinking skills Engages and sustains learners' interest in the subject by making content meaningful and relevant to them Shows familiarity with scholarly works on the subject Translates learning competencies to instructional objectives Selects, prepares and utilizes instructional materials Uses a variety of teaching approaches and techniques appropriate to the subject matter and the learners

4.2

4.2.1 4.2.2 4.2.3 4.2.4

4.2.5 4.2.6 4.2.7 4.3 Selects teaching methods, learning activi- 4.3.1 vities and instructional materials or 4.3.2 resources appropriate to leaners and 4.3.3 aligned to objectives of the lesson.

Fair
2

Strands of Desired Teaching Performance

Performance Indicators

Good

Fair
2

Strands of Desired Teaching Performance

Performance Indicators

Good

-34.3.4 4.3.5
Sub-Total

Provides activities and uses materials which fit the learners' learning styles, goals and culture Provides activities and uses materials which involve students in meaningful learning

Rating = (Sub-Total / 14) Domain 5 PLANNING, ASSESSING & REPORTING

The domain of Planning, Assessing and Reporting refers to the aligned use of assessment & 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 and revise teaching-learning plans, as well as the integration of formative assessment procedures in the plan and implementation of teaching-learning activities.

RATING
ood Very G Few
1

5.1

Develops and uses a variety of appropriate 5.1.1 assessment strategies to monitor and 5.1.2 evaluate learning. 5.1.3 5.1.4

Prepares and conducts formative and summative tests Employs non-traditional assessment techniques (portfolio, journals, rubrics, etc.) Interprets and uses assessment results to improve teaching and learning. Identifies teaching-learning difficulties and possible causes and takes appropriate action to address gaps. Provides timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growth Keeps accurate records of grades/performance levels of learners Conducts regular meetings with learners and parents to report learners' progress Involves parents participation in school activities that promote learning Provides progress reports to superiors

5.2

Monitors regularly and provides feedback on learners Communicates promptly and clearly to learners, parents and superiors about progress of learners

5.2.1 5.2.2

5.3

5.3.1 5.3.2 5.3.3

Sub-Total

Rating = (Sub-Total / 9) Domain 6 COMMUNITY LINKAGES

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.

RATING
ood Very G Few
1

6.1

Establishes learning environments that 6.1.1. repond to the aspirations of the community 6.1.2

6.1.3 6.1.4 6.1.5 6.2 Taps existing organizations and other 6.2.1 stakeholders in addressing the needs and 6.2.2 problems of schools 6.2.3

Shares with community in accountability for the learners' achievement Mobilizes community resources (human, material) in the Brigada Eskuwela, Adopt-a-School Program and Sagip Eskuwela to support learning Uses the community as a laboratory for learning Participates in community acitivities that promote learning Uses community networks to publicize school events and achievement Establishes a School Governing Council (SGC) Conducts an advocacy campaign and orients the school community on the roles and functions of the SGC Guides the SGC in the performance of its functions

Sub-Total

Rating = (Sub-Total / 8)

Fair
2

Strands of Desired Teaching Performance

Performance Indicators

Good

Fair
2

Strands of Desired Teaching Performance

Performance Indicators

Good

-4Domain 7 PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT

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.

RATING
ood Very G Few
1

7.1

Takes pride in the nobility of teaching as a 7.1.1 profession 7.1.2 7.1.3 7.1.4

Maintains proper stature and behavior that upholds the dignity of teaching / articulates and demonstrates one's personal philosophy of teaching Manifests personal qualities such as enthusiasm, flexibility and caring Maintains stature & behavior that upholds the dignity of teaching Allocates time for personal and professional development through * participation in educational seminars and workshops * enrolment in short-term courses and post graduate programs * reading educational materials regularly * engaging in educational research Participates actively in professional teacher organizations Updates oneself about recent developments in education / keeps abreast with the recent trends and developments in education Evaluates oneself on the quality of his/her own teaching Submits oneself for evaluation by students, peers and superiors / strives to obtain favorable rating by students, peers and superiors Accepts personal accountability for learners' achievement Uses self-evaluation to recognize and correct weaknesses

7.2

Builds professional links with colleagues to enrich teaching practice

7.2.1 7.2.2

7.3

Reflects on the extent of the attainment of 7.3.1 learning goals 7.3.2 7.3.3 7.3.4

Sub-Total

Rating = (Sub-Total / 10) Over All Rating = (Grand Total / 63) Numerical Rating Descriptive Rating Legend: 4321Very Good Good Fair Few Satisfies all of the performance indicators Satisfies 75% of the performance indicators Satisfies 50% of the performance indicators Satisfies below 50% of performance indicators

Percentage is used because the number of performance indicators varies in the different domains/strands.

RATER

CONFERRED WITH:

CONFORME:

VALIDATED BY:

Ratee

Monitoring Supervisor

RECOMMENDING APPROVAL:

APPROVED:

Asst. Schools Division Superintendent

Schools Division Superintendent

Fair
2

Strands of Desired Teaching Performance

Performance Indicators

Good