The NCBTS is a theoretical framework that defines the different dimensions of effective teaching, where effective teaching means being able to help all types of students learn the different goals in the curriculum. The competency-based teacher standards are organized hierarchically. The “basic” level categories of the standards are seven domains. Under each domain are strands and at the lowest level of the hierarchical organization, under the strands are specific indicators. Domain 1Social Regard for Learning

Acts as a positive role model for students Domain 2The Learning Environment

Creates an environment that promotes fairnessMakes the physical environment safe and conducive to learningCommunicates higher learning expectations to each learnerEstablishes and maintains consistent standards of learners’ behavior

 Domain 3Diversity of Learners

Is familiar with learner’s background knowledge and experiencesDemonstrates concern for holistic development of learners

 Domain 4Curriculum

Demonstrates mastery of the subjectCommunicates clear learning goals for the lessons that are appropriate for learnersMakes good use of allotted instructional timeSelects teaching methods, learning activities, and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson

 Domain 5Planning, Assessing and Reporting

Communicates promptly and clearly to learners, parents, and superiors about progress of learnersDevelops and uses a variety of appropriate assessment strategies to monitor and evaluate learningMonitors regularly and provides feedback on learners’ understanding of content

 Domain 6Community Linkages

Establishes learning environments that respond to the aspirations of the community.

 Domain 7Personal Growth and Professional Development

Takes pride in the nobility of teaching as a professionBuilds professional links with colleagues to enrich teaching practiceReflects on the extent of the attainment of learning goals