DIGMA,R.nctbs Tsna

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NCBTS TEACHERS' STRENGTHS & NEEDS ASSE

Background

THE TSNA SYSTEM FRAMEWORK

The Department of Education is presently pursuing a package of policy reforms thquality of basic education. These policy reforms are expected to create the criticfurther accelerate, broaden, deepen and sustain the improved education effort alreadypolicy reforms is referred to as the Basic Education Sector Reform Agenda (BESRA).

One key element in the reform agenda is the establishment of the National CoStandards (NCBTS). This is a framework that establishes the competency standards forthat teachers, learners and stakeholders are able to appreciate the complex set ofskills that each teacher must possess in order to carry out a satisfactory perform

In response to the need for an instrument that identifies the professional strengths anthe teachers, the NCBTS-Teachers' Strengths and Needs Assessment (TSNA) wasthrough the AusAID-funded Project STRIVE (Strengthening the Basic Education in thewith the EDPITAF (Educational Development Implementing Task Force), and Regionsof Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-Development Program-Technical Working Group at the national level.

This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientationmaterials, structured learning session guides, manual for administration, scoring and iand e-versions of the tool and the monitoring and evaluation scheme and tools for th

-

The Teachers Strengths & Needs Assessment (TSNA), is seen to be essential inprofessional development programs that are aligned to the needs of the progradetermines the differences between the actual situation (what is) and the desired condterms of teachers competencies within the department. In this NCBTS-TSNA the actthe current competencies as perceived by the teacher. The profile of the teacherscompared to the NCBTS standards for effective teaching. This TSNA, therefore, idstrengths as well as the gap between the expected and the current teachers coKnowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and p

the NCBTS.

The TSNA involves three essential stages of training needs analysis: Phase I (JoTeaching) is actually done by analyzing nationally set teacher standards in behavioraeffective teaching competencies. The DepED Central Office and Regional Offices are tthe TSNA process. Phase II (Teacher Trainee Analysis) is the instrumentation to detercompetency levels in KSA terms which is done by the individual teacher at the school lNeed analysis) is the analysis of the strengths and discrepancies between the standteachers data on their competencies which is carried out at the school, cluster, Distheir respective purposes related to teacher training/development.


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Purpose of the NCBTS-TSNAPurpose of the NCBTS-TSNA

Specifically, the TSNA intends to:

1.1. Social Regard for Learning1.2. Learning Environment

1.3. Diversity of Learners

An important aspect of the TSNA process is the utilization of its results that willpreparation of Individual Plan for Professional Development Plan (IPPD) and in dactivities for teachers at the school, division and regional levels. The consolidated TSNand regional level inform the school improvement plan (SIP), Division DevelopmeRegional Development Plan (REDP), with respect to the plans for professional devdivision and the regional levels.

When established, the TSNA system ensures that teachers routinely use CBTS in matheir current practices to identify their individual development needs, and that scregional offices also routinely use CBTS in identifying teacher performance factorslearning outcomes (BESRA PIP, 2006 Version (PIP V.1, p. 21).

In order to realize the commitment to provide quality basic education through the KeyBESRA emphasizing the Professional Development of Teachers, the TSNA is conductedneeds of teachers for their continuing training and development.

1. Determine the competency gaps or learning needs in terms of KSAs of individual teastandards set by the NCBTS in each of the seven domains and 23 strands:

GAP

PHASE III

STRENGTH-NEED ANALYSIS

PHASE I

Job Analysis

Competency Analysis

PHASE II

Current KSA andCompetency

KSA Required andCompetency Standards

COMPETENCY

ASSESSMENT

InstrumentationData Gathering

Teacher Trainee

Competency Strengths &Learning Needs

Consolidated TSNAResult

Teacher's IPDP

SIPDEDPSIP

DEDP


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1.4. Curriculum

1.5. Planning, Assessing and Reporting

1.6. Community Linkages

1.7. Personal Growth and Professional Development

2. Consolidate the TSNA results at the school, cluster, and division levels.

Expected OutputsExpected Outputs

Based on the purpose stated above, the TSNA is expected to yield the following specifi

A. At the individual level:

Consolidated TSNA results of participating school teachers in a given cluster/divisi

The NCBTS and the KSAs Developed for the TSNA

KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICA

S=2 P= 5

S=5 P=17

Domain 3: Diversity of Learners.. S=1 P=8

Domain 4: Curriculum S=7 P=22

Domain 5: Planning, Assessing and Reporting S=4 P=12

Domain 6: Community Linkages S=1 P=6

Domain 7: Personal and Professional Growth S=3 P=10

Total .. S=23 P=80

School-Based Implementation of the TSNASchool-Based Implementation of the TSNA

An Individual Teacher Scoring Template that contains TSNA results indicating the sneeds in each of the seven domains and 23 strands.

B. At the school level:Consolidated TSNA results that reflect the general strengths and learning needs of

C. At the cluster/ /division level:

The TSNA tool is anchored on the NCBTS Framework set by the Department of Educaintegrated domains for effective teaching which are: Domain 1Social Regard for LearEnvironment; Domain 3Diversity of Learners; Domain 4Curriculum; Domain 5

Reporting; Domain 6Community Linkages; and Domain 7Personal Growth and PrEach domain has its corresponding strands and each strand has performance indidomains, 23 strands and 80 performance indicators make up the NCBTS competenDe ED.

Domain 2: Learning Environment........................................

A. Orientation of School Heads on the NCBTS and the TSNA


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The principle of school-based management empowers the School Heads to provileadership and therefore they must be aware of the framework of the NCBTS thaeffective teaching. One of the ways by which School Heads can support the profethe teachers is when they have the first-hand information about the training neeNCBTS-TSNA tool intends to identify specific training needs of teachers, thus theSchools Supervisors need to be knowledgeable of the features of the tool and itsand results utilization.

The orientation should therefore, involve clusters of School Heads with their resp

Coordinators from Leader Schools and District Supervisors within each Division.NCBTS school coordinator is upon the discretion of the School Head taking into coutlined in the Orientation Guide contained in the NCBTS-TSNA Package.

The NCBTS-TSNA package has been designed for knowledge building and advocathe transfer of the technology to conduct TSNA at the school level. The packagewith: (a) a deeper understanding of the NCBTS framework, the meaning of the dperformance indicators, and the identification of the KSAs; (b) familiarity with thetool and its proper administration to assist schools in the conduct of TSNA.

B. Schools-Cluster TSNA Implementation

Schools within the Division are expected to form clusters. Each cluster should deLeader School Heads and their respective NCBTS Coordinators become the Implacross the schools within their clusters. School Heads from within each cluster arthrough parallel knowledge building and to conduct the TSNA for their own teachSupervisors will take the role of guiding and monitoring the TSNA system and pro


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SMENT

t seeks to improve thel changes necessary tostarted. This package of

petency-Based Teacherteacher performance so

behaviors, attitudes andance of their roles and

d development needs ofeveloped and validatedisayas), in coordinationI, VII and VIII, DivisionsWG (Teacher Education

program and resourcenterpretation, hard copye implementation of the

the provision of qualitys clientele. The TSNA

ition (what should be) inal situation is describedcurrent competencies isntifies the competency

mpetencies in terms oferformance indicators of

b Analysis for Effectivel terms or by identifyingsked to do this phase ofine the current teacher

evel. Phase III (Strength-rds set and the currentrict or Division level for


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serve as inputs in theesigning programs ands at the school, divisiont Plan (DEDP) and thelopment at the school,

king self-assessments ofool heads, division andthat affect school-wide

esult Thrust (KRT2) ofto gather data on the

chers vis--vis the

SIP

DEDP

Master Plans for

ProfessionalDevelopment


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outputs:

on

ORS (P):

KSA= 18

KSA=59

KSA=27

KSA=78

KSA=40

KSA=18

KSA=30

KSA=270

trengths and training

the teachers in the

ion. This contains sevening; Domain 2Learninglanning, Assessing and

fessional Development.ators. A total of seven

cy standards set by the


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e instructionaldefines the concept of

ssional development ofs of teachers. The

School Heads andproper administration

ective NCBTS School

he designation of thensideration the criteria

cy on the NCBTS and forrovides the participantsmains, strands, andcontent of the TSNA

ignate a Leader School.ementers of the TSNAe convened to gors. The District

cedures within the


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GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT

Code Interpretation

H

(High)

S

(Satisfactory)

F

(Fair)L

( Low)

B. The Electronic Self-Assessment Tool

This Electronic Self-Assessment Template consists of three worksheets labelled as:

"Self-Assessment" - green-colored tab is the TSNA instrument

"Summary" - yellow-colored tab displays the result of assessment after all TSNA items have b

1. Fill in the Teacher Profile. Data provided here shall feed into the Human Resource Information Sy

2. After completing the Teacher Profile, proceed to the Self-Assessment Worksheet by clicking on th

3. In the Self Assessment worksheet, click on the appropriate checkbox that corresponds to your an

The TSNA Tool is a self-assessment exercise that is introduced by the School Head/NCBTS Coordinaorientation process in order for the teacher-respondents to understand its importance and thus reflthe instrument. The Tool in electronic format (Excel) is contained on a compact disk (CD) with an aEach teacher may be given an individual CD or may respond to the TSNA tool from a file installed ocomputer. It takes an average of one hour to accomplish the instrument. The scores and individualteacher in the seven domains with corresponding strands and performance indicators are electronic

instantly upon completion of the instrument. There is no time limit imposed for completing the instrSelf-Administration of the TSNA ToolA. The TSNA Responses

The instrument contains clusters of KSAs specific to a particular performance indicator with a commlevel do I Considering that the NCBTS-TSNA tool is intended for self-assessment and not for perfresponses to the items are expressed qualitatively i.e. High (H), Satisfactory (S), Fair (F), and Low (

The reference codes presented below guide the respondent in registering her/his self-assessment f

My level of competence in the KSA is high. This is mystrength, although not a priority training & development

My level of competence in the KSA is satisfactory but I wouldbenefit from further training & development

My level of competence in the KSA is fair and I need furthertraining & development as a priority.

My level of competence in the KSA is low. I urgently needtraining and development

"Teacher Profile" - pink-colored tab and a data-entry form for teacher respondent's personal

3.1 As a checkbox is ticked, the row color turns blue indicating that the response/answer is acce

3.2 When more than one answer is provided for one KSA, the row color turns red indicating an e

Only one answer must be provided for each KSA, hence only one checkbox ticked.


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OOL

en accomplished

tem of DepEd

e "Self Assessment" t

wer for each KSA

or through anctively respond touto-scoring system.a common

profile of theally generated

ument.

on stem: At whatrmance ratings, the).

r each KSA:

l and professional da

pted

roneous answer


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splayed.

ers giving special

petence

r Division.

en answered and/or t

letion of the NCBTS-, is interpreted usingparticular domain, or

port other teacher's

but would benefitt

and need further

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ude. Learning needs

ng needs therein arere development. It isst urgent needs andeir training needs in

etailing the concepts


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Teacher Profile

I. PERSONAL DATA

1. Family Name (Last name) First Name

DIGMA RONALDO JR.,

2. Gender Male 3. Civil Status Married

4. Date of Birth JUNE 1 1971 5. Place of Birth

MM DD YYYY

6.

B14 L44 CHARMIZON'S SUB., GERONIMO, RODRIGUEZ, RIZAL

Zip Code

7. Region NCR 8. Division Marikina City

10. School Name 11.

FORTUNE ELEMENTARY SCHOOL

12. School Address

Santan St., Brgy. Fortune, Marikina City

13.

1996 - Jan.

14. Subject Area Concentration:

Elem: English Math Scie Science Pilipino Makabayan

Sec : English Math Scie Science Pilipino Makabayan

II. EDUCATIONAL ATTAINMENT

Degree Major School

Major B.E.E.ED TOMAS CLAUDIO MEM. COLLEMaster's

Doctoral

Others MA. ED. ED. MNGT. URS,RODRIGUEZ,RIZAL

III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT position FIRST)

Position Subjects Taught Grade/Yr

TEACHER 1 MAPE 6

(Please use additional sheet if necessary)

Title Subjects Area No. of Hours

S.L.A.C. MUSIC 3

Contact Address (City/State/Country)

Start Date of Teaching Service (YYYY-MM)

IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)


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AHR-INSET Form No. 2008-001 v2.0


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Domain 1 SOCIAL REGARD FOR LEARNING

Strand 1.1Teacher actions demonstrate value for learning

Indicator 1.1.1 Implements school policies and procedures

At what level do I ...

K1 1 know school policies and procedures?

K2 2 understand school operations?

S1 3 implement policies and procedures ?

S2 4 communicate policies and procedures to students, parents and other concerned persons?A1 5 abide by the school policies and procedures?

Indicator 1.1.2Demonstrates punctuality


K3 6 possess awareness on the implementation of "time on task" in all responsibilities?

S3 7 demonstrate punctuality in accomplishing expected tasks and functions?

A2 8 model the value of punctuality?

Indicator 1.1.3Maintains appropriate appearance


K4 9 know decorum i.e. dress code, behavior of teachers?

S4 10 practice decorum in all occasions?

A3 11 value decorum expected of teachers?

Indicator 1.1.4Is careful about the effect of one's behavior on students

At what level do I ...K5 12 understand the theoretical concepts and principles of social learning?

S5 13 show appropriate behavior even during unguarded moments?

S6 14 apply knowledge on social learning in dealing with students?

A4 15 consider the influence my behavior has on students?

Strand 1.2Demonstrates that learning is of different kinds and from different sources

Indicator 1.2.1 Makes use of various learning experiences and resources


K6 16 know a range of sources through which social learning may be experienced?

S7 17 use information from a variety of sources for learning (e.g. family, church, other sectors of the communit

A5 18 appreciate that students learn through a range of different social experiences?

Domain 2 LEARNING ENVIRONMENT

Strand 2.1Creates an environment that promotes fairness

Indicator 2.1.1 Maintains a learning environment of courtesy & respect for different learners (e.g.ability, cul


K7

19

S8 20 maintain a learning environment that promotes courtesy and respect for all learners?

A6 21 show courtesy and respect to everyone at all times?

Indicator 2.1.2Provides gender-fair opportunities for learning


K8 22 understand the objectives, principles and strategies for Gender and Development (GAD)?

S9 23 provide gender fair learning opportunities?

A7 24 uphold gender sensitivity in my dealings with learners and others?

Indicator 2.1.3Recognizes that every learner has strengths


K9 25 understand the psychological foundations of learner's growth and development

K10 26 knows about potentialities and uniqueness of individual learners?

S10 27 provide learning activities that allow all learners to reach their full potential?

A8 28 recognize leraner's individual potentials and strengths?

Strand 2.2Makes the classroom environment safe and conducive to learning

Indicator 2.2.1 Maintains a safe and orderly classroom free from distractions


K11 29 know the principles of classroom management, room structuring and safety measures?

S11 30 maintain a safe, clean and orderly classroom free from distractions?

A9 31 show concern for a safe and conducive learning environment?

Indicator 2.2.2Arranges challenging activities in a given physical environment


K12 32 know various challenging activities that can be adapted in any given physical environment?S12 33 conduct challenging learning activities despite physical environment constraints?

A10 34 show enthusiasm to conduct learning activities in any given situation?

understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, familybackground and gender)?


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S13 37 balance the use of individual and cooperative learning activities?

A11 38 see the value in creating individual and cooperative learning activities?

Strand 2.3Communicates higher learning expectations to each learner

Indicator 2.3.1Encourages learners to ask questions


K15 39 know the art of questioning and different techniques of asking higher order questions?

S14 40 provide opportunities for learners to ask questions?

S13 41 ask questions that stimulate critical and creative thinking among learners?

A11 42 show an accepting response/gesture in dealing with questions of learners?Indicator 2.3.2Provides learners with a variety of learning experience


K16 43 know various strategies that elevate students' level of learning?

S16 44 provide learners with variety of experiences that enhance learning?

A13 45 willingly provide learners with a variety of challenging learning activities?

Indicator 2.3.3Provides varied enrichment activities to nurture the desire for further learning


K17 46 understand how enrichment activities enhance the learners' desire to learn?

K18 47 know ways of motivating the learners to learn further and more effectively?

S17 48 facilitate varied enrichment activities that are interesting for further learning?

A14 49 show diligence in making enrichment materials?

Indicator 2.3.4Communicates and maintains high standards of learning performance

At what level do I ...K19 50 know the implications of achieving high standards of learning performance for total human development

S18 51 help learners maintain high standards of learning?

A15 52 inspire learners to set high performance targets for themselves?

Strand 2.4Establishes and maintains consistent standards of learners' behavior

Indicator 2.4.1Handles behavior problems quickly and with due respect to children's rights


K20 53

K21 54 know behavior management techniques for learners with behavioral problems?

S19 55 identify learners with behavioral problems?

S20 56

A16 57 show a compassion and caring attitude in managing behavior problems?Indicator 2.4.2Gives timely feedback to reinforce appropriate learners' behavior


K22 58 know the concept, importance and techniques of social reinforcement?

S21 59 provide timely and appropriate reinforcement on learners' behavior?

A17 60 believe that positive reinforcement leads to improved learner behavior?

Indicator 2.4.3Guides individual learners requiring development of appropriate social and learning behavior


K24 61 understand the learners' social development stages?

K25 62 know different strategies that enhance learners' social development?

S22 63 use varied teaching-learning strategies that make use of social interaction?

A18 64 show patience in managing different social and learning activities?

Indicator 2.4.4Communicates and enforces school policies and procedures for appropriate learner behavior

At what level do I ...K26 65 know DepED/school policies and procedures on student discipline?

S23 66 communicate and enforce policies and procedures related to students behavior?

A19 67 commit to enforcing school policies and procedures?

Strand 2.5Creates a healthy psychological climate for learning

Indicator 2.5.1Encourages free expression of ideas from students


K27 68 know the concepts and principles of democratic expression of ideas?

S24 69 provide activities that will encourage respect and free expresssion of ideas?

A20 70 encourage learners to express their ideas freely and responsibly?

Indicator 2.5.2Creates stress-free environment


K28 71 know the the elements and importance of establishing a stress-free learning environment?

S25 72 manage conflicts and other stress-related situations?S26 73

understand the rights and responsibilities of the child as embodied in different laws, e.g. RA 7610, PD603?

employ appropriate procedures and actions consistently when dealing with learners with behavioralproblems?

initiate and create programs (e.g. child-friendly school system) and activities that promote stress-freeenvironment?


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A22 77 let my students feel they are accepted?

Domain 3 DIVERSITY OF LEARNERS

Strand 3.1Determines, understands and accepts the learners' diverse background knowledge

and experience

Indicator 3.1.1Obtains information on the learning styles, multiple intelligences and needs of learners


K30 78 understand the theories and concepts of multiple intelligences and learning styles?S28 79 identify learning styles and multiple intelligences of learners?

A23 80 show diligence in obtaining information on different learning needs?

Indicator 3.1.2Designs or selects learning experiences suited to different kinds of learners


K31 81 know techniques and strategies in designing/selecting activities for varied types of learners?

S29 82 utilize varied activities for various types of learners?

A24 83 show respect and concern for individual differences of students?

Indicator 3.1.3Establishes goals that define appropriate expectations for all learners


K32 84 understand the requirements in setting goals for differentiated learning?

S30 85 utilize differentiated activities to meet expected learning goals of learners?

S31 86 assist learners in setting learning goals for themselves?

A25 87 appreciate the need to consider the differences in experiences and capabilities of learners?

Indicator 3.1.4Paces lessons appropriate to needs and difficulties of learners


K33 88 know teaching principles and strategies for addressing learners' needs and difficulties?

S32 89 pace lessons according to learners' needs and difficulties?

A26 90 show flexibility in pacing lessons to support the needs of the learners?

Indicator 3.1.5 Initiates other learning approaches for learners whose needs have not been met by usual

approaches


K34 91 have the knowledge on teaching principles and strategies for students-at-risk ?

S34 92 keep track of students at risk?

S35 93 provide appropriate intervention programs for learners-at-risk?

A27 94 appreciate the need to help students-at-risk?

Indicator 3.1.6Recognizes multi-cultural background of learners when providing learning opportunities


K35 95 know the cultural background of my students and its implications to my teaching?

S36 96 provide appropriate learning activities to students with different cultural background?

A28 97 show appreciation for cultural diversities?

Indicator 3.1.7Adopts strategies to address needs of differently-abled students?


K36 98 know the educational psychology of learners with special needs?

S37 99 use appropriate strategies for learners with special needs?

A29 100 show sensitivity to learners with special needs?

Indicator 3.1.8Makes appropriate adjustments for learners of different socio-economic backgrounds


K37 101 understand the effects of socio-economic status on learning performance?S38 102 determine the different socio-economic background of trainers?

S39 103 use techniques to motivate learners of the lower socio-economic status?

A30 104 show fairness to all learners regardless of their economic status?

Domain 4 CURRICULUM

Strand 4.1Demonstrates mastery of the subject

Indicator 4.1.1Delivers accurate and updated content knowledge using appropriate methodologies,

approaches and strategies


K38 105 have an updated content knowledge and teaching strategy in my subject area?

S40 106 apply the updated content and appropriate strategies in my teaching?

A31 107 commit to deliver accurate and updated content knowledge?Indicator 4.1.2 Integrates language, literacy and quantitative skill development and values in his/her

subject area


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S45 184 arrrange sequentially the learning units with reasonable time allotment?

A36 185 identify appropriate learning objectives, strategies, and accompanying materials in the plan?

A36 186 identify appropriate and varied assessment procedures?

187 show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for instructional planning?

Indicator 5.1.2Implements instructional plan


K43 188 know the factors for successful implementation of the instructional plan?

A36 189 adjust the instructional plan to ensure attainment of objectives?190 appreciate the value of instructional planning?

Indicator 5.1.3Demonstrates ability to cope with varied teaching millieu


K43 191

S45 192 cope with varied teaching milieu/setting?

A36 193 manifest openness to make necessary adjustements to improve the instructional plan?

Strand 5.2Develops and uses a variety of appropriate assessment strategies to monitor

and evaluate learning

Indicator 5.2.1Prepares formative and summative tests in line with the curriculum


K43 194

S45 195 construct valid and reliable formative and summative tests?

A36 196 appreciate the value of testing as a tool to improve instruction and learning performance?

Indicator 5.2.2Employs non-traditional assessment techniques (portfolio,journals, rubric, etc.)


K43 197 know the concepts, principles and strategies of non-traditional assessment?

S45 198 use appropriate non-traditional assessment techniques?

A36 199 value the use of non-traditional assessment?

Indicator 5.2.3Interprets and uses assessment results to improve teaching and learning


K43 200 know concepts, principles on interpretation and utilization of assessment results?

A36 201 interpret and use test results to improve teaching and learning?

202 manifest fairness in the interpretation of test results?

Indicator 5.2.4Identifies teaching-learning difficulties and possible causes and takes appropriate action to

address themAt what level do I ...

K43 203 know the concept and principles of diagnostic testing?

S45 204 know the types of remedial lessons for slow learners?

A36 205 identify teaching-learning difficulties and possible causes?

206 manage remediation programs?

A36 207 manifest willingness and patience in conducting remediation programs?

Indicator 5.2.5Uses tools for addressing authentic learning


K43 208 know the concepts and principles of authentic learning assessment?

S45 209 utilize appropriate tools for assessing authentic learning?

A36 210 enthusiastically develop and use tools for assessing authentic learning?

Strand 5.3Monitors regularly and provides feedback on learners' understanding

of contentIndicator 5.3.1Provides timely and accurate feedback to learners to encourage them to reflect on and

monitor their own learning growth


K43 211 know the principles of giving and receiving feedback on learners' progress?

S45 212 use strategies for giving feedback/reporting progress of individual learner?

A36 213 motivate learners' to reflect and monitor their learning growth?

A36 214 consistently provide timely and accurate feedback?

Indicator 5.3.2Keeps accurate records of grades/performance levels of learners


K43 215 know the current guidelines about the grading system?

S45 216 maintain accurate and updated learners' records?

Strand 5.4Communicates promptly and clearly to learners, parents and superiors about

progress of learners

Indicator 5.4.1Conducts regular meetings with learners and parents to respect learners' progress


K43 217 know the dynamics of communicating learners' progress to students, parents and other stakeholders?

know the different teaching-learning situations that could affect the implementation of the instructionalplan?

know the principles and purposes of instructional assessment including formative and summativetesting?


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K43 220

S45 221 involve parents to participate in school activities that promote their children's learning progress?

A36 222 establish rapport and a cooperative working relationship with parents?

Domain 6 COMMUNITY LINKAGES

Strand 6.1Establishes learning environment that respond to the aspiration of the communityIndicator 6.1.1 Involves community in sharing accountability for learners' achievement


K43 223 know the programs, projects, and thrusts of DepEd on school-community partnership?

S45 224 involve the community in the programs, projects and thrusts of the school?

A36 225 promote shared accountability for the learners' achievement?

Indicator 6.1.2Uses community resources (human, material) to support learning


K43 226 know the various community resources available to enhance learning?

S45 227 use available community resources (human, material) to support learning?

A36 228 recognize community resources to support learning?

Indicator 6.1.3Uses community as a laboratory for learning


K43 229 know strategies for experiential learning outside the classroom?

S45 230 make use of the community as a laboratory for learning?

A36 231 appreciate the world as a learning environment?

Indicator 6.1.4Participates in community activities that promote learning


K43 232 know the teacher's social responsibility?

S45 233 link with sectors for involvement in community work?

A36 234 show enthusiasm in joining community activities?

Indicator 6.1.5Uses community networks to publicize school events and achievements


K43 235 know the dynamics of community networking and information dissemination?

S45 236 communicate the school events/achievements through community networks?

A36 237 share information on school events/achievements to the community?

Indicator 6.1.6Encourages students to apply classroom learning to the community

At what level do I ...K43 238 know the social realities outside the classroom to make learning relevant?

S45 239 provide learning activities ensuring their application to the community?

A36 240 show sensitivity to the needs of the community?

Domain 7 PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Strand 7.1Takes pride in the nobility of teachers as a profession

Indicator 7.1.1Maintains stature and behavior that upholds the dignity of teaching


K43 241

S45 242 practice the Code of Ethics for Professional Teachers?

A36 243 manifest the values that uphold the dignity of teaching?Indicator 7.1.2Allocates time for personal and professional development through participation in

educational seminars and workshops reading educational materials regularly and

engaging in educational research


K43 244 know the requirements/expectations for personal and professional development of teachers?

S45 245 prepare and implement an individual personal and professional development plan (IPDP)?

A36 246 manifest zeal in undertaking educational research ?

Indicator 7.1.3Manifests personal qualities like enthusiasm, flexibility and caring attitude


K43 247 know the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance them?

S45 248 engage in self-assessment to enhance my personal qualities?

A36 249 exhibit personal qualities such as enthusiasm, flexibility and caring attitude?

Indicator 7.1.4Articulates and demonstrates one's personal philosophy of teachingAt what level do I ...

K43 250 understand the value of having a personal philosophy of teaching?

S45 251 t l t hil h f t hi i t ti ?

understand the role and responsibilities of parents in supporting school programs to enhance children'slearning progress?

know the set of ethical and moral principles, standards and values embodied in the Code of Ethics forProfessional Teachers?


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K43 253 update myself with recent developments in education?

S45 254 apply updated knowledge to enrich teaching practice?

A36 255 manifest openness to recent developments in education?

Indicator 7.2.2Links with other institutions and organizations for sharing best practices


K43 256 know of institutions and organizations with a goal to improve teaching practice?

S45 257 link with other institutions and organizations that are helpful to the teaching profession?

A36 258 get involved in professional organizations and other agencies that can improve my teaching practice?

Strand 7.3Reflects on the extent of the attainment of professional development goalsIndicator 7.3.1Reflects on the quality of his/her own teaching


K43 259 know the techniques and benefits derived from theory-guided introspection?

S45 260 make a self assessment of my teaching competencies?

A36 261 desire to improve the quality of my teaching?

Indicator 7.3.2 Improves teaching performance based on feedback from the mentor, students, peers,


K43 262 know the purposes and approaches in establishing an effective feedback system?

S45 263 actively seek feedback from a range of people to improve my teaching performance?

A36 264 manifest positive attitude towards comments/recommendations?

Indicator 7.3.3Accepts personal accountability to learners' achievement and performance


K43 265 know my accountability and responsibilities toward students' learning performance?

S45 266 examine myself vis-a-vis my accountability for the learners and to the teaching profession?

A36 267 accept my personal accountability to the learners?

Indicator 7.3.4Uses self-evaluation to recognize and enhance one's strength and correct one's weaknesses


K43 268 know the concept and strategies for self-evaluation?

S45 269 identify my strengths and weaknesses as a person and as a teacher?

A36 270 manifest determination to become a better person and teacher?

Automatic scoring is enabled only after all items have been accomplished

END OF SELF ASSESSMENT

Click Summary Worksheet to view results


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H S F L

H S F L

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ture, gender)

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e

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ers

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b


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H S F L

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Total KSAs


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SUMMARY OF RESULTS (NCBTS-TSNA)Teacher: RONALDO JR., DIGMA

Domain D1 D2

Strand S1.1 S1.2 Total D1 S2.1 S2.2 S2.3 S2.4 S2.5 Total D2

No. Of KSAs 15 3 18 10 10 14 15 10 59

HPS 60 12 72 40 40 56 60 40 236

Raw Score 43 10 53 30 31 42 45 29 177

Mean Score 2.87 3.33 2.94 3.00 3.10 3.00 3.00 2.90 3.00

% Score 71.67% 83.33% 73.61% 75.00% 77.50% 75.00% 75.00% 72.50% 75.00%

S1.1 S1.2 Total D1 S2.1 S2.2 S2.3 S2.4 S2.5 Total D2 S3.1 Total D3 S4.1 S4.2 S4.3 S4.4 S4.5

0.00

1.00

2.00

3.00

4.00

2.87

3.33

2.94 3.003.10

3.00 3.002.90

3.00 3.00 3.002.89

2.50 2.50 2.43 2.50

Summary of TSNA ResBy Mean Scale Score

Strands & Domai

Mean

Score

S1.1S1.2

Total D1S2.1

S2.2S2.3

S2.4S2.5

Total D2S3.1

Total D3S4.1

S4.2S4.3

S4.4S4.5

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Summary of TSNA ResBy % Score

% Score


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INTERPRETATION BY DOMAIN & STRAND

Domain and Strands % Score

D1 Social Regard for Learning 73.61% 2.9

S1.1 Teacher actions demonstrate value for learning 71.67% 2.8

S1.2 Demonstrates that learning is of different kinds and from different sources 83.33% 3.3

D2 Learning Environment 75.00% 3.0

S2.1 Creates an environment that promotes fairness 75.00% 3.0

S2.2 Makes the classroom environment safe and conducive to learning 77.50% 3.1

S2.3 Communicates higher learning expectations to each learner 75.00% 3.0

S2.4 Establishes and maintains consistent standards of learners' behavior 75.00% 3.0

S2.5 Creates a healthy psychological climate for learning 72.50% 2.9

D3 Diversity of Learners 75.00% 3.0

S3.1

Determines, understands and accepts the learners' diverse background knowledge 75.00% 3.0

D4 Curriculum 57.37% 2.2

S4.1 Demonstrates mastery of the subject 72.22% 2.8

S4.2Communicates clear learning goals for the lessons that are appropriate for learners 62.50% 2.5

S4.3 Make good use of allotted instructional time 62.50% 2.5S4.4 Selects teaching methods, learning activities and the instructional materials 60.71% 2.4

S4.5Recognizes general learning processes as well as unique processes of individual learners 62.50% 2.5

S4.6 Promotes purposive study 62.50% 2.5

S4.7 Demonstrates skills in the use of ICT in teaching and learning 75.00% 3.0

D5 Planning, Asessing & Reporting 64.38% 2.5

S5.1 Develops and utilizes creative and appropriate instructional plan 54.55% 2.1

S5.2 Develops and uses a variety of appropriate assessment strategies to monitor 70.59% 2.8

S5.3 Monitors regularly and provides feedback on learners' understanding 62.50% 2.5

S5.4 Communicates promptly and clearly to learners, parents and superiors about 66.67% 2.6

D6 Community Linkages 65.28% 2.6

S6.1 Establishes learning environment that respond to the aspiration of the community 65.28% 2.6

D7 Personal Growth & Professional Devt 67.50% 2.7

S7.1 Takes pride in the nobility of teachers as a profession 70.83% 2.8S7.2 Builds professional links with colleagues to enrich teaching practice 62.50% 2.5

S7.3 Reflects on the extent of the attainment of professional development goals 66.67% 2.6

MeSco

Strands and Domain


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Gender Civil Status Region Division GradeYr Subject Domain

Male Single VI Bohol 1 English D1

Female Married VII Tagbilaran 2 Science D2

Widow/er VIII NegOcc 3 Math D3

Separated Nsamar 4 Filipino D4

5 Makabayan D5

6 D67 D7

8

9

10

1,2

1,2,3

1,2,3,4

1,2,3,4,5

1,2,3,4,5,6

2,32,3,4

2,3,4,5

2,3,4,5,6

3,4

3,4,5

3,4,5,6

4,5

4,5,6

5,6


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DomDesc Strands

Social Regard for Learning D1

Learning Environment D2

Diversity of Learners D3

Curriculum D4

Planning, Asessing & Reporting D5

Community Linkages D6Personal Growth & Professional DevtD7

S1.1

S1.2

S2.1

S2.2

S2.3

S2.4

S2.5

S3.1

S4.1S4.2

S4.3

S4.4

S4.5

S4.6

S4.7

S5.1

S5.2

S5.3

S5.4

S6.1

S7.1

S7.2

S7.3


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StrandDesc

Social Regard for Learning

Learning Environment

Diversity of Learners

Curriculum

Planning, Asessing & Reporting

Community LinkagesPersonal Growth & Professional Devt

Teacher actions demonstrate value for learning

Demonstrates that learning is of different kinds and from different sources

Creates an environment that promotes fairness

Makes the classroom environment safe and conducive to learning

Communicates higher learning expectations to each learner

Establishes and maintains consistent standards of learners' behavior

Creates a healthy psychological climate for learning

Determines, understands and accepts the learners' diverse background knowledge

Demonstrates mastery of the subjectCommunicates clear learning goals for the lessons that are appropriate for learners

Make good use of allotted instructional time

Selects teaching methods, learning activities and the instructional materials

Recognizes general learning processes as well as unique processes of individual learners

Promotes purposive study

Demonstrates skills in the use of ICT in teaching and learning

Develops and utilizes creative and appropriate instructional plan

Develops and uses a variety of appropriate assessment strategies to monitor

Monitors regularly and provides feedback on learners' understanding

Communicates promptly and clearly to learners, parents and superiors about

Establishes learning environment that respond to the aspiration of the community

Takes pride in the nobility of teachers as a profession

Builds professional links with colleagues to enrich teaching practice

Reflects on the extent of the attainment of professional development goals


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min max level

1 1.5 Beginner

1.51 2.5 Developing

2.51 3.5 Experienced

3.51 4 Expert


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TEACHERS INDIVIDUAL PROFESSIONAL DEVELOPME

School Year 2009 - 2010

ame of Teacher :

chool : FORTUNE ELEMENTARY District :MARIKINA DISTRICT II Division : MARIKINA CITY

Objectives Methods/Strategies Resources

What competencies will I enhance? What will I do to access resources?

eviewed by:

Committed to Implement:

rofessional Development Goal: To lin k school learning activities with the community

What professional activities will I undertake to achieve myobjective?

To initiate a positive educational partnership with theommunity

Involve the community through educational trips,school act. & projects. Request Brgy. Captain or Officials to

be resource persons as well as thecommunity as a field trip area

To enhance the participation of community in schoolctivities

Form Barangay Com. And engage them in

community and school related projects. Participate in any NGO availableprojects

Coordinate with NGO for anyavailable projects.


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ame and

GENEROSA T. VICTORINO Principal

Name of Teacher

esignation


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dicator

ate:

What learners performance would have beenimproved?

Increased learners and communitiesparticipation in any school activities.


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27-Nov-09


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TEACHERS INDIVIDUAL PROFESSIONAL DEVELOPME

School Year 2009 - 2010

ame of Teacher :

chool : FORTUNE ELEMENTARY District :MARIKINA DISTRICT II Division : MARIKINA CITY

Objectives Methods/Strategies Resources

What competencies will I enhance? What will I do to access resources?

Engage in community projects like Clean and Green.

Look for available NGO Project

eviewed by:

Committed to Implement:

rofessional Development Goal: To develop my teaching skills in providing different learning activities and to link school with the c

What professional activities will I undertake to achieve myobjective?

To enhance my teaching competencies in giving activitiesr different learners.

Attend district training program on multipleintelligences

Register in the District/Divisiontraining on Multiple Intelligence

Research on the Internet and join some relatedForums.

Surf Internet lesson guides/Forum oM.I.

To initiate or implement a positive educational partnershipth the community.

Involve the community with my lessons through

fieldtrip or invite a resource speaker. Request Brgy.Cpt. As a resource personthe community as a field trip area.


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dicator

ate:


ncrease interest of various learners tolesson activities

Increased learners participation incommunity activities.


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27-Nov-09


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ame and

GENEROSA T. VICTORINO Principal

Name of Teacher

esignation


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dicator

ate:


Increase interest of various learners tolesson activities

creased learners' Performance in MSEPbased on Periodical

Exams/Summative/Quizzes.

creased learners' Performance in MSEPbased on Musical,Art Sport and Dance

Activities/ Performances/GroundDemonstrations


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25-Nov-09


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SELF-MONITORING CHECK(To be completed at mid year and end of calendar y

Objectives Set

Accomplis

Professional Development

End

Quarterly

End

Mid

End

Commitment I am Professional Teacher.

I am responsible for my personal and profeesional

Henceforth, I commit my best to attain the goal a

I have set hereunto for my professional developm

not only for my benefit but also for my school's im

and most of all, for my learners' progress.

Signature:

Teacher

Attested to:

Peer

Advised by:

School Head

Time of theyear

A. To initiate a positive educationalpartnership with the community

once a year(Dec.)

Initiate the first move for a positive educationalpartnership with the school and community.Develop

strong rapport with the community,teachers,pupils andparents.

B. To enhance the participation ofcommunity in school activities

Conduct parents congress for proper dissemination ofinformation regarding school activities projects

enhanced participation of the community


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ar)

hments

growth.

d objectives

nt,

provement

Date: ____________________

Date: ____________________

Specific NCBTS Competencies

enhanced (Strands)

Strand 6.1 Establish learningenvironment that respond to the

aspiration of the community

Date: NOVEMBER 27, 2009


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SELF-MONITORING CHECK(To be completed at mid year and end of calendar y

Objectives Set

Accomplis

Professional Development

End

B. Link school to the communityEnd

Mid

End

Commitment I am Professional Teacher.

I am responsible for my personal and profeesional

Henceforth, I commit my best to attain the goal a

I have set hereunto for my professional developm

not only for my benefit but also for my school's im

and most of all, for my learners' progress.

Signature:

Teacher

Attested to:

Peer

Advised by:

School Head

Time of theyear

A. To arouse pupils' interest by usingdifferent activities for diverse learners.

Summer (April-May) Vacation

Break

Show interest in implementing differentactivities like games,song to srouse pupils'

interest in learning.

Knowledgeable in different teachingstrategies that will suit to diverse

learners.

Once a year(Field Trip) Twicea year (June,Jan.)

Initiate the first move for a positiveeducational partnership with the school and

community.

Created or developed a strongrelationship or partnership withcommunity, teachers,pupils and

parents.


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ar)

hments

growth.

d objectives

nt,

provement

Date: ____________________

Date: ____________________


enhanced (Strands)

(Strand 6.1) Establish learningenvironment that respond to theaspiration of the community.



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ar)

hments

growth.

d objectives

nt,

provement

Date: ____________________


enhanced (Strands)

Knowledge and Skills in teachingfor diverse learners, (Strands 3.1)

Increased Teacher Proficiency

Result in MSEP (Strand 4.1)Increase Competencies in masteryof the content and skills in teaching

MSEP (Strands 4.1.& 4.4)

Enhanced competencies inestablishing learning environment

conducive to communityaspirations (Strands 6.1)


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