EDFS
OBSERVATION OF TEACHING AND LEARNING IN
ACTUAL SCHOOL ENVIRONMENT
NCBTS- NATIONAL COMPETENCY-
BASED TEACHER STANDARDS
Domain 1: SOCIAL REGARD FOR LEARNING (SRFL)
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 teacher’s actions, statements and different
types of social interactions with students exemplify this ideal.
Domain 1: SOCIAL REGARD FOR
LEARNING (SRFL)
STRANDS OF DESIRED TEACHING PERFORMANCE
1. Teacher’s actions demonstrative value for learning.
2. Teacher demonstrates that learning is of different kinds and
comes from different source.
NCBTS- NATIONAL COMPETENCY-
BASED TEACHER STANDARDS
Domain 2: LEARNING ENVIRONMENT (LE)
The domain of the learning environment 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 2: LEARNING ENVIRONMENT
(LE)
STRANDS OF DESIRED TEACHING PERFORMANCE
1. Teacher creates an environment that promotes fairness.
2. Teacher makes the classroom environment safe and conducive to learning.
3. Teacher communicates higher learning expectation to each learner
4. Teacher establishes and maintains consistent standards of learner’s
behavior.
5. Teacher creates a healthy psychological climate for learning
NCBTS- NATIONAL COMPETENCY-
BASED TEACHER STANDARDS
Domain 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’ differences to
design diverse sets of learning activities to ensure that all
students can attain appropriate learning goals.
Domain3: DIVERSITY OF LEARNERS
STRANDS OF DESIRED TEACHING PERFORMANCE
1. Teacher determines, understands and accept the learners’
diverse knowledge and experience.
2. The teacher demonstrates concern for holistic development of
learners.
NCBTS- NATIONAL COMPETENCY-
BASED TEACHER STANDARDS
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 teachers’
knowledge of subject matter, teaching-learning approaches and
activities, instructional materials and learning resources.
Domain 4: CURRICULUM
STRANDS OF DESIRED TEACHING PERFORMANCE
1. Teacher demonstrates mastery of the subject
2. Teacher communicates clear learning goals for the lessons that are appropriate for
learners
3. Teacher makes good use of allotted instructional time
4. Teacher select teaching methods, learning activities and the instructional materials or
resources appropriate to the learners and aligned to objectives of the lesson
5. Teacher recognizes general learning processes as well as unique processes of
individual learners
6. Teacher demonstrates skills in the use of information and communication technology
in teaching and learning.
NCBTS- NATIONAL COMPETENCY-
BASED TEACHER STANDARDS
Domain 5: PLANNING, ASSESSING AND REPORTING
The domain of planning, assessing and 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 and revise teaching-learning plans, as well
as the integration of formative assessment procedures in the plan and
implementation of teaching-learning activities.
Domain5: PLANNING, ASSESSING AND
REPORTING
STRANDS OF DESIRED TEACHING PERFORMANCE
1. Teacher develops and utilizes creative and appropriate instructional plan.
2. Teaching develops and uses a variety of appropriate assessment
strategies to monitor and evaluate learning.
3. Teacher regularly monitors and provides feedback on learners’
understanding of content
4. Teacher communicates promptly and clearly to learners, parents and
superiors the learners’ progress.
NCBTS- NATIONAL COMPETENCY-
BASED TEACHER STANDARDS
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 the homes and communities. Thus,
the domain focuses on teachers’ efforts directed and strengthening
the links between school and community activities, particularly as
these links help in the attainment of the curricular objectives.
Domain 6: COMMUNITY LINKAGES
STRANDS OF DESIRED TEACHING PERFORMANCE
1. Teacher establishes learning an environment that responds to the
aspirations of the community.
NCBTS- NATIONAL COMPETENCY-
BASED TEACHER STANDARDS
Domain 7: PERSONAL GROWTH AND 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.
Domain7: PERSONAL GROWTH AND
PROFESSIONAL DEVELOPMENT
STRANDS OF DESIRED TEACHING PERFORMANCE
1. Teacher takes pride in the nobility of teaching as a profession.
2. Teacher builds professional links with colleagues to enrich teaching
practice
3. Teacher reflects on the extent of the attainment of professional
development goals.
THANK YOU
