Republic of the Philippines

Department of Education
Region I
DIVISION OF ILOCOS NORTE
Laoag City

NATIONAL COMPETENCY-BASED TEACHER STANDARD

Name: School:
District/Division: Region:
Rating Period: School Year:

Domain 1 SOCIAL REGARD FOR LEARNING

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

Good
Strands of Desired Teaching Performance Performance Indicators

Few
Fair
Very G
4 3 2 1

1.1 Acts a role model for students 1.1.1 Abides and implements school policies and procedures
1.1.2 Attends classes and school activities regularly
1.1.3 Demonstrates punctuality & promptness, honesty and integrity,
dedication and commitment
* submission of required reports and forms
* reporting to school
* attending school gatherings
* posting of grades
1.1.4 Observes regular attendance
1.1.5 Maintains appropriate appearance
* follows dress code
* observes proper grooming
1.1.6 Recognizes the effect of one's behavior on students/manifests
behavior that elicits positive influence on the students
Sub-Total
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

Good

Strands of Desired Teaching Performance Performance Indicators

Few
Fair
Very G

4 3 2 1

2.1 Makes the physical environment safe and
conducive to learning.
2.1.1 Maintains a safe, clean and orderly classroom free from hazards
& distractions i.e. video computer games, billiard halls,
videoke joints.
2.1.2 Provides challenging curricular and co-curricular activities given
the physical environment.

2.2 Establishes and maintain consistent 2.2.1 Handles behavior prblems quickly and with due respect to
standards of learner's beahvior. children's rights.
2.2.2 Gives timely feedback and reinforcement appropriate to learner's
behavior
2.2.3 Guides individual learners towards development of appropriate
social and learning behavior
2.2.4 Communicates and implements school policies & procedures
for classroom behavior

2.3 Creates an environment that promotes 2.3.1 Maintains a learning environment of courtesy and respect for
fairness different learners (e.c. ability, culture and gender)
2.3.2 Provides gender-fair opportunities for learning
2.3.3 Recognizes the strengths in every learner
Sub-Total
Rating = (Sub-Total / 9)
 -2-

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

RATING

ood

Good
Strands of Desired Teaching Performance Performance Indicators

Few
Fair
Very G
4 3 2 1

3.1 Recognizes learner's background know- 3.1.1 Uses information on the learning styles and requirements of
ledge and experiences learners to design and select learning experiences
3.1.2 Sets goals that define appropriate expectations for all learners
3.1.3 Paces lessons appropriate to strengths and weaknesses, needs
and difficulties of learners through varied/differentiated activities
3.1.4 Uses appropriate learning approaches for learner's special needs
3.1.5 Demonstrates sensitivity and responsiveness to multi-cultural
background of learners
3.1.6 Respects different religious beliefs held by learners

3.2 Demonstrates concern for holistic develop- 3.2.1 Sets clear, challenging and achievable expectations on the holis-
ment of learners tic development of all learners
3.2.2 Identifies learning gaps and takes actions to enable learners to
catch up
3.2.3 Employs integrative and interactive strategies for meaningful and
holistic development of learners
3.2.4 Recognizes/demonstrates sensitivity to unusual behavior of
learners and takes appropriate action

3.3 Recognizes the learning needs of adults
and OSY's in the community
Sub-Total
Rating = (Sub-Total / 12)
3.3.1 Intensifies and expands the ALS program
3.3.2 Conducts massive campaign for participation in the accreditation
and Equivalency (A&E), literacy cum-livelihood and other certifi-
cate programs

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

Good

Strands of Desired Teaching Performance Performance Indicators

Few
Fair
Very G

4 3 2 1

4.1 Sets clear and appropriate learning goals 4.1.1 Sets clear learning goals and expectations (moved from 4.3.1) /
for the lessons communicates clearly to the learner
4.1.2 Links the goals with the expectations of every learner

4.2 Demonstrates mastery of the subject 4.2.1 Delivers accurate and updated content knowledge using appro-
priate methodologies, approaches and strategies
4.2.2 Integrates language, literacy and numeracy skill development and
values in his/her subject area
4.2.3 Links the current content with past and future lessons
4.2.4 Aligns the teaching methods, learning activities and instructional
materials or resources appropriate to learners with lesson
objectives
4.2.5 Creates situations that encourage learners to use high order
thinking skills
4.2.6 Engages and sustains learners' interest in the subject by making
content meaningful and relevant to them
4.2.7 Shows familiarity with scholarly works on the subject

4.3 Selects teaching methods, learning activi- 4.3.1 Translates learning competencies to instructional objectives
vities and instructional materials or 4.3.2 Selects, prepares and utilizes instructional materials
 resources appropriate to leaners and 4.3.3 Uses a variety of teaching approaches and techniques appro-
aligned to objectives of the lesson. priate to the subject matter and the learners

-3-

4.3.4 Provides activities and uses materials which fit the learners'
learning styles, goals and culture
4.3.5 Provides activities and uses materials which involve students
in meaningful learning
Sub-Total
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 parti-
cular, the domain focuses on the use of assessment data to plan and revise teaching-learning plans, as well as the integra-
tion of formative assessment procedures in the plan and implementation of teaching-learning activities.

RATING

ood

Good
Strands of Desired Teaching Performance Performance Indicators

Few
Fair
Very G
4 3 2 1

5.1 Develops and uses a variety of appropriate 5.1.1 Prepares and conducts formative and summative tests
assessment strategies to monitor and 5.1.2 Employs non-traditional assessment techniques (portfolio,
evaluate learning. journals, rubrics, etc.)
5.1.3 Interprets and uses assessment results to improve teaching
and learning.
5.1.4 Identifies teaching-learning difficulties and possible causes and
takes appropriate action to address gaps.

5.2 Monitors regularly and provides feedback 5.2.1 Provides timely and accurate feedback to learners to encourage
on learners them to reflect on and monitor their own learning growth
5.2.2 Keeps accurate records of grades/performance levels of learners

5.3 Communicates promptly and clearly to 5.3.1 Conducts regular meetings with learners and parents to report
learners, parents and superiors about learners' progress
progress of learners 5.3.2 Involves parents participation in school activities that promote
learning
5.3.3 Provides progress reports to superiors
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

Good

Strands of Desired Teaching Performance Performance Indicators

Few
Fair
Very G

4 3 2 1

6.1 Establishes learning environments that 6.1.1. Shares with community in accountability for the learners'
repond to the aspirations of the community achievement
6.1.2 Mobilizes community resources (human, material) in the Brigada
Eskuwela, Adopt-a-School Program and Sagip Eskuwela to
support learning
6.1.3 Uses the community as a laboratory for learning
6.1.4 Participates in community acitivities that promote learning
6.1.5 Uses community networks to publicize school events and
achievement

6.2 Taps existing organizations and other 6.2.1 Establishes a School Governing Council (SGC)
stakeholders in addressing the needs and 6.2.2 Conducts an advocacy campaign and orients the school commu-
problems of schools nity on the roles and functions of the SGC
6.2.3 Guides the SGC in the performance of its functions
Sub-Total
 Rating = (Sub-Total / 8)

-4-

Domain 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

Good
Strands of Desired Teaching Performance Performance Indicators

Few
Fair
Very G
4 3 2 1

7.1 Takes pride in the nobility of teaching as a 7.1.1 Maintains proper stature and behavior that upholds the dignity of
profession teaching / articulates and demonstrates one's personal philosophy
of teaching
7.1.2 Manifests personal qualities such as enthusiasm, flexibility and
caring
7.1.3 Maintains stature & behavior that upholds the dignity of teaching
7.1.4 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

7.2 Builds professional links with colleagues 7.2.1 Participates actively in professional teacher organizations
to enrich teaching practice 7.2.2 Updates oneself about recent developments in education / keeps
abreast with the recent trends and developments in education

7.3 Reflects on the extent of the attainment of 7.3.1 Evaluates oneself on the quality of his/her own teaching
learning goals 7.3.2 Submits oneself for evaluation by students, peers and superiors /
strives to obtain favorable rating by students, peers and superiors
7.3.3 Accepts personal accountability for learners' achievement
7.3.4 Uses self-evaluation to recognize and correct weaknesses
Sub-Total
Rating = (Sub-Total / 10)

Over All Rating = (Grand Total / 63)

Numerical Rating

Descriptive Rating

Legend:

4- Very Good Satisfies all of the performance indicators

3- Good Satisfies 75% of the performance indicators
2- Fair Satisfies 50% of the performance indicators
1- Few 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
Few