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SLE 3-B:

The NCBTS Components

and Structure : ACloser Look ( Domains 5-7 )

SLE 3-B:

The NCBTS Components

and Structure : ACloser Look ( Domains 5-7 )



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

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 on the integration of formative assessment

procedures in the planning and implementation of teaching-learning activities.



Domain 5 : Planning, Assessing and

Reporting

Strand 5.1 – Develops and Utilizes

Creative and Appropriate Instructional Plan

• Shows proofs of instructional planning

• Implements instructional plan

• Demonstrates ability to cope with varied

teaching milieu



Strand 5.2 – Develops and Uses a

Variety of Appropriate AssessmentStrategies to Monitor and Evaluate

Learning

• Prepares formative and summative tests inline with the curriculum

• Employs non-traditional assessment

techniques (portfolio, journals, rubric, etc.)



• Interprets and uses assessment results to improveteaching and learning

•Identifies teaching-learning difficulties and possible

causes and takes appropriate action to address

them

• Uses tools for assessing authentic learning



Strand 5.3 – Monitors Regularly and

Provides Feedback on Learners’Understanding of Content

• Provides timely and accurate feedback to

learners to encourage them to reflect andmonitor their own learning growth

• Keeps accurate records of grades/performance

levels of learners



Strand 5.4 – Communicates Promptly and

Clearly to Learners, Parents and SuperiorsAbout Progress of Learners

• Conducts regular meetings with learners and parents to report learners’ progress

• Involves parents to participate in school

activities that promote learning



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 thdomain focuses on teachers’ efforts directed at

strengthening the links between school a

community activities, particularly as these links help

in the attainment of the curricular objectives.



Domain 6 : Community Linkages

Strand 6.1 – Establishes Learning

Environment that Responds to the Aspirations of

the Community

• Involves community in sharing accountability

for learners’ achievement

• Uses community resources (human, material)

to support learning



• Uses the community as a laboratory for

learning• Participates in community activities that

promote learning

• Uses community networks to publicizeschool events and achievements

• Encourages students to apply classroom

learning to the community



Domain 7:Personal Growth and

Professional Development

The domain of Personal Growth and

Professional Development emphasizes the idea

that teachers value having a high personal regardconcern for professional development, and

continuous improvement as teachers.



Domain 7 : Personal Growth and Profession

Development

Strand 7.1 – Takes Pride in the Nobility of

Teaching as a Profession

• Maintains stature and behavior that upholds thedignity of teaching

• Allocates time for personal and professional development

through participation in educational seminars and workshop

reading educational materials regularly and engaging in

educational research



• Manifests personal qualities like enthusiasm,

flexibility and caring attitude

• Articulates and demonstrates one’s personal

philosophy of teaching




Development

Strand 7.2 – Builds Professional Links with

Colleagues to Enrich Teaching Practice

• Keeps abreast with recent developmentin education

• Links with other institutions and

organizations for sharing best practices.




Development

Strand 7.3 – Reflects on the Extent of the

Attainment of Professional

Development

• Reflects on the quality of his/her own teaching

• Improves teaching performance based on feedback

from the mentor, students, peers, superiors andothers



• Accepts personal accountability to learners’

achievements and performance.

• Uses self-evaluation to recognize and enhance

one’s strength and correct one’s weaknesses.



“ The seven domains are closely

connected to each other in verymeaningful ways and as a Filipin

teacher you must practice and

internalize these according toknowledge, skills and attitudes.



Mrs. Samson’s StoryAs she stood in front of her grade 5 class on the very first day

of school, she told the children something that was not true. Shelooked at her students and said that she loved them all. However, that

was impossible, because there in the front row, slumped in his seat,

was a little boy named Tony Santos.

Mrs. Samson had watched Tony the year before and noticedthat he did not play well with the other children. His clothes were

messy and he constantly needed a bath. Tony could be unpleasant.

Mrs. Samson reached the point when she actually took delight in

marking his papers with a broad red pen, making bold Xs, and then

putting a big '65%' at the top of his papers.



However, when Mrs. Samson reviewed Tony’s past

school records, she was in for surprise.

Tony's first grade teacher wrote, 'Tony is a bright child with

a ready laugh. He does his work neatly and has good

manners... he is a joy to be around..'

His second grade teacher wrote, 'Tony is an excellent

student, well liked by his classmates, but he is troubled because his mother has a terminal illness, and life at home

must be a struggle.‘

His third grade teacher wrote, 'His mother's death has

been hard on him. He tries to do his best, but his father

doesn't show much interest.’

Tony's fourth grade teacher wrote 'Tony is withdrawn a



Tony s fourth grade teacher wrote, Tony is withdrawn a

doesn't show much interest in school. He doesn't have many

friends and he sometimes sleeps in class.‘

Mrs. Samson realized the problem and she was ashamedof herself. She felt even worse when her students brought her

Christmas presents wrapped in beautiful ribbons and bright

paper, except for Tony's. His gift was clumsily wrapped in a

thick, brown paper. Some of the children started to laugh whenshe found a rhinestone bracelet with some of the stones missin

and a bottle that was one-quarter full of cheap perfume. But sh

stifled the children's laughter when she exclaimed how pretty

bracelet was, putting it on, and dabbing some of the perfume oher wrist. Tony stayed after school that day just long enough t

say, 'Mrs. Samson, today you smell just like my Mother used t



On that very day, she quit teaching reading, writing

and arithmetic. Instead, she began to teach children. Mrs.

Samson paid particular attention to Tony. As she workedwith him, his mind seemed to come alive. The more she

encouraged him, the faster he responded. By the end of the

year, Tony had become one of the smartest children in the

class.

A year later, she found a note under her door, from

Tony, telling her that she was the best teacher he ever had in

his whole life.

Si t b b f h t th t f



Six years went by before she got another note from

Tony. He then wrote that he had finished high school, third

in his class. Four years after that, she got another letter,

saying that while there were tough times, he'd stayed inschool, and would soon graduate from college with the

highest honors.

Four more years passed, and another letter came. Now

he signed his name as Antonio G. Santos, MD.

Another letter came that summer. Tony said he had

met this girl and was going to be married. His father had died

a couple of years ago and he was wondering if Mrs. Samsonmight agree to sit at the wedding as the “mother of the

groom”. Of course, Mrs. Samson did.



They hugged each other, and Dr. Santos said “Thank

you, Ma’am Samson, for believing in me, for making me feeimportant, and for showing me that I can make a difference.”

With a big broad smile, Mrs. Samson said, 'Tony, you

have it all wrong. You were the one who taught me that I canmake a difference. I didn't know how to teach until I met

you.' That day, she was wearing the bracelet with several

rhinestones missing, and the perfume that Tony remembered

his mother by.

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