Tuesday, November 24, 2009



What is the NCBTS?
An integrated theoretical framework that defines the different dimensions of effective teaching

A theory is an organized set of principles that is designed to explain and predict something.
A framework  is a set of ideas, principles, agreements, or rules that provides the basis or outline for something intended to be more fully developed at a later stage

It means being able to help all types of students learn the different learning goals in the curriculum.
So the NCBTS is concerned with whether teachers are competent in helping students learn.

What does Competency-Based mean?
It means that the standards or criteria for characterizing good teaching are defined in terms of what the teacher is competent to do.

How should teachers use the NCBTS?
- as a guide on their current teaching practices
- as a framework for creating new teaching practices
- as a guidepost for planning and professional development goals
- as a common language for discussing teaching practices with other teachers

Domain means area, field, sphere, realm
In NCBTS, a domain is defined as a distinctive sphere (or area) of the teaching learning process, and is also a well-defined arena (or field) for demonstrating positive teacher practices.
Each domain is defined in terms of a principle of ideal teaching associated with enhanced student learning.

Strand means element, component, constituent, aspect, feature
In NCBTS, this refers to more specific dimensions of positive teacher practices under the broad conceptual domain.

Indicator means gauge, measure, sign
In NCBTS, indicators are concrete, observable, and measurable teacher behaviors, actions, habits, routines, and practices known to create, facilitate, and support enhanced student learning.

The NCBTS Components and Structure : A Closer Look (Domains 1 -7)

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.

Strand 1.1 – Teacher’s Action Demonstrates Value for Learning

-Implements school policies and procedures
-Demonstrates punctuality
-Maintains appropriate appearance
-Careful about the effect of one’s behavior on students

Strand 1.2 – Demonstrates that Learning is of Different Kinds and from Different

-Makes use of various learning experiences and resources

2. Learning Environment
The domain of Learning Environment focuses on the importance of providing a social and physical environment within which all students, regardless of their individual differences in learning, can engage in the different learning activities and work towards attaining high standards of learning.

Strand 2.1 – Creates an Environment that Promotes Fairness

-Maintains a learning environment of courtesy and respect for different
learners (e.g. ability culture, gender)
-Provides gender-fair opportunities for learning
-Recognizes that every learner has strengths

Strand 2.2 – Makes the Classroom Environment Safe and Conducive to Learning

-Maintains a safe and orderly classroom free from distractions
-Arranges challenging activities in a given Physical environment
-Uses individual and cooperative learning activities to improve capacities
of learners for higher learning

The Seven Domains of NCBTS