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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 an

the 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

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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 pthe 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 Learning

1.2. 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 TSNA Result

Teacher's IPDP

SIPDEDP

SIPDEDP

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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=6Domain 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 5Reporting; 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

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.

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

performance 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 of

eveloped 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

SIPDEDP

Master Plans for

rofessional Development

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outputs:

on

ORS (P):

KSA= 18

KSA=59

KSA=27

KSA=78

KSA=40

KSA=18KSA=30

KSA=270

trengths and training

the teachers in the

ion. This contains sevening; Domain 2Learninglanning, Assessing andfessional Development.ators. A total of seven

cy standards set by the

e instructionaldefines the concept of

ssional development ofs of teachers. The

School Heads andproper administration

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ective NCBTS Schoolhe designation of thensideration the criteria

cy on the NCBTS and forrovides the participantsmains, strands, and

content 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 ResponsesThe 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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4. Upon successfully completing all items, message "Click Summary Worksheet to view results" is di

Click Summary Worksheet to view interpretation of assessment results.

answers were provided for one KSA. In this case, the message "ERROR" is displayed. Review ans

attention to red and grey colored rows.

Interpreting and Consolidation of the TSNA ProfilesInterpreting and Consolidation of the TSNA Profiles

Range Level of Teaching Com

Scale scores % Scores

3.51-4.00 87.51% - 100%

2-51-3.50 62.51% - 87.50%

1.51-2.50 37.51% - 62.50%

1.00-1.50 25.00% - 37.50%

Consolidation of TSNA results is done electronically to report on TSNA of a given school, cluster

Utilization of TSNA Results for the Development of IPPDs

Note :Automatic scoring is not enabled when any one of the items in the worksheet has not be

TSNA results may be interpreted using the scale scores or the percentage scores. Upon comTSNA Tool, an obtained score whether an average of the domain, strand or performance indicatorthe appropriate indices in the chart below. A score to be interpreted may either be an average of aa strand or a specific performance indicator as the case may be.

Expert. Very competent and can su

improvement

Experienced. Competent in the KSAfrom further training and developme

Developing. Fairly competent in KStraining and development

Beginning. Lacking competence inurgent training and development

The electronic version also provides profiles on the categories for Knowledge, Skills and Attiand strengths along these dimensions may also be inferred from the TSNA results.

The TSNA Individual Profile is used for the development of the teachers IPPD. The identified learniappraised by the teacher while taking into consideration the priorities set by the school for its futuimportant that the teachers develop themselves in order to contribute towards addressing the mthe priorities identified by the school. The IPPD is therefore prepared by the teachers to identify tline with their own priorities and those of the school. A separate document has been developed dand procedures related to the preparation of IPPDs.

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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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Teacher Profile

I. PERSONAL DATA

1. Family Name (Last name) First Name

MONTEMAR JOANNA

2. Gender Female 3. Civil Status Married

4. Date of Birth 5. Place of Birth

MM DD YYYY

6.

Zip Code

7. Region VI 8. Division La Carlota City 9.

10. School Name 11. School ID

NAGASI ELEMENTARY SCHOOL

12. School Address

BRGY. NAGASI, LA CARLOTA CITY

13.

-

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

Master's

Doctoral

Others

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

Position Subjects Taught Grade/Yr

(Please use additional sheet if necessary)

Title Subjects Area No. of Hours Level

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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Private

Central

Non-Central

Main

TechVoc

Night

ors Received

yy

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Domain 1 SOCIAL REGARD FOR LEARNING

Strand 1.1Teacher actions demonstrate value for learningIndicator 1.1.1 Implements school policies and procedures

At what level do I ... H

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


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 sourcesIndicator 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 community)?

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

Domain 2 LEARNING ENVIRONMENT

Strand 2.1Creates an environment that promotes fairnessIndicator 2.1.1 Maintains a learning environment of courtesy & respect for different learners (e.g. ability, culture,


K719

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 learner's individual potentials and strengths?

Strand 2.2Makes the classroom environment safe and conducive to learningIndicator 2.2.1 Maintains a safe and orderly classroom free from distractions

At what level do I ... HK11 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?Indicator 2.2.3 Uses individual and cooperative learning activities to improve capacities of learners for higher lear


K13 35 understand the importance and dynamics of both individual and cooperative learning?

K14 36 know varied strategies for individual and cooperative learning?

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 learnerIndicator 2.3.1Encourages learners to ask questions


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

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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


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


K20 53K21 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


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 studentsAt what level do I ... H

K27 68 know the concepts and principles of democratic expression of ideas?S24 69 provide activities that will encourage respect and free expression of ideas?

A20 70 encourage learners to express their ideas freely and responsibly?Indicator 2.5.2Creates stress-free environment


K28 71 know the elements and importance of establishing a stress-free learning environment?S25 72 manage conflicts and other stress-related situations?

S26 73

A21 74 get involved in advocacy activities that create a stress-free environment?Indicator 2.5.3Takes measures to minimize anxiety and fear of the teacher and/or subject


K29 75 know about child-friendly teaching strategies?

S27 76 encourage learners to develop a positive attitude towards their subject and teacher?A22 77 let my students feel they are accepted?

Domain 3 DIVERSITY OF LEARNERS

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

Indicator 3.1.1Obtains information on the learning styles, multiple intelligences and needs of learnersAt what level do I ... H

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

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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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

approachesAt what level do I ... H

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 3.1.6 Recognizes 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 3.1.8 Makes 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 subjectIndicator 4.1.1 Delivers 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


K39 108 have knowledge about multi-disciplinary integrative modes and techniques of teaching?S41 109 use multi-disciplinary integrative modes and techniques of teaching the subject area?

A32 110 support the integration of language, literacy, skill development and values in the learning activities?Indicator 4.1.3Explains learning goals, instructional procedures and content clearly and accurately to

studentsAt what level do I ... H

K40 111

S42 112 explains learning goals, concepts and processes clearly and accurately to learners?

A33 113 give sufficient time to explain the lessons for clear understanding of the learners?Indicator 4.1.4Links the current content with past and future lessons


K41 114 understand interrelation of topics/content within the subject area taught?S43 115 link the present subject matter content with the past and future lessons?

A34 116 value the need to relate prior knowledge of learners with the present and future lessons?

Indicator 4.1.5 Aligns with lesson objectives the teaching methods, learning activities and instructionalmaterials or resources appropriate to learnersAt what level do I ... H

K42 117

S44 118 teach lessons that have congruency of objectives, procedure, materials and evaluation?

A35 119 appreciate the value of aligning objectives with all the parts of a lesson?Indicator 4.1.6Creates situations that encourage learners to use high order thinking skills


K43 120 understand the concept of critical thinking and the facets of understanding?S45 121 engage learners in activities that develop higher order thinking skills?

A36 122 patiently motivate learners to develop higher order thinking skills?Indicator 4.1.7Engages and sustains learners' interests in the subject by making content meaningful and

relevant to them


K43 123 know strategies and materials that promote authentic learning?ICT 124 apply various appropriate strategies and/or technology to motivate & sustain learning?

A36 125 believe in relating classroom learning to real world experiences?

possess in-depth understanding of the subject area's learning goals, instructional procedures andcontent based on curriculum?

have the knowledge in designing lessons with congruent objectives, teaching methods, learningactivities and materials?

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K43 129 know about other disciplines related to the subject I am teaching?S45 130 integrate content of subject area with other disciplines?

A36 131 appreciate integrative mode of teaching?Strand 4.2Communicates clear learning goals for the lessons that are appropriate for learners

Indicator 4.2.1Sets appropriate learning goalsAt what level do I ... H

K43 132 know the learning goals vis--vis specific subject content of the level I am teaching?S45 133 set doable and appropriate daily learning goals for the learners?

A36 134 reflectively choose appropriate learning goals?Indicator 4.2.2Understand the learning goals


K43 135 understand the connection of the short-term goals to the long-term goals of learning?S45 136 practice relating short-term goals to long term goals for learning?

A36 137 value the learning goals set in the curriculum?

Strand 4.3Make good use of allotted instructional timeIndicator 4.3.1Establishes routines and procedures to maximize instructional time


K43 138 understand the principles and procedure of maximizing instructional time?

S45 139 apply techniques of "time on task" in planning and delivering lessons?

A36 140 observe discipline on time management?Indicator 4.3.2Plans lessons to fit within available instructional time


K43 141 know the principles and techniques of lesson planning considering the allotted instructional time ?S45 142 design parts of the lesson within available instructional time?

A36 143 show efficiency in the use of time to effectively attain learning goals?Strand 4.4Selects teaching methods, learning activities and the instructional materials

or resources appropriate to the learners and aligned to objectives of the lessonIndicator 4.4.1Translates learning competencies to instructional objectives


K43 144

S45 145 translate learning competencies into instructional objectives?

A36 146 show a reflective attitude in translating learning competencies to instructional objectives?Indicator 4.4.2 Selects, prepares, and utilizes technology and other instructional materials appropriate to

the learners & learning objectivesAt what level do I ... H

ICT 147 know various technology and instructional materials appropriate for my learning area?

ICT 148 select and utilize updated and appropriate technology/instructional materials?

ICT 149 use appropriate technology resources to achieve curriculum standards and objectives?

S45 150 prepare adequate and appropriate instructional materials for the learners and the learning objectives?

A36 151 manifest resourcefulness in preparing instructional materials?Indicator 4.4.3Provides activities and uses materials which fit the learners' learning styles, goals and culture


K43 152 know the principles of instructional material preparation for different types of learners?

S45 153 use relevant activities and materials suited to the learning styles, goals and culture of the learners?

A36 154 believe in the need to provide activities and use materials appropriate to the learners?Indicator 4.4.4Uses a variety of teaching approaches and techniques appropriate to the subject matter

and the learnersAt what level do I ... H

K43 155 understand the theories, approaches and strategies in teaching the subject area?

S45 156 use variety of teaching strategies and techniques appropriate to the learners and subject matter?

A36 157 show enthusiasm in using innovative and appropriate teaching techniques?Indicator 4.4.5Utilizes information derived from assessment to improve teaching and learning

At what level do I ... HK43 158 understand the proper utilization of assessment results to improve teaching and learning?

S45 159 use assessment results in setting learning objectives and learning activities ?

A36 160 appreciate the value of assessment in improving teaching and learning?Indicator 4.4.6Provides activities and uses materials which involves students in meaningful learning


K43 161 know various educational theories (e.g. constructivism) and their implications to meaningful leaning?

S45 162 apply relevant teaching approaches to achieve meaningful learning?

A36 163 use improvised and indigenous materials for meaningful learning?164 appreciate teaching approaches to meaningful learning (e.g., constructivism)?

Strand 4.5Recognizes general learning processes as well as unique processes of individual learnersIndicator 4.5.1Designs and utilizes teaching methods that take into account the learning process


K43 165 know different teaching approaches and strategies suitable to various learners?

S45 166 have knowledge on general and specific learning processes?

A36 167 apply teaching-learning methodologies that respond to general and specific learning processes?

168 recognize the need to design teaching methods appropriate to the learning process?Strand 4.6Promotes purposive study

know the learning competencies in my learning areas in order to formulate appropriate instructionalobjectives?

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172 take extra time to help students form good study habits?

Strand 4.7Demonstrates skills in the use of ICT in teaching and learningIndicator 4.7.1Utilizes ICT to enhance teaching and learning


173 know the nature and operations of ICT systems as they apply to teaching and learning?174 understand how ICT-based instructional materials/learning resources support teaching and learning?175 understand the process in planning and managing ICT-assisted instruction?176 design, develop new or modify existing digital/and or non-digital learning resources?

177 use of ICT resources for planning and designing teaching-learning activities?178 use ICT tools to process assessment and evaluation data and report results?179 demonstrate proficiency in the use of computers to support teaching and learning?180 use ICT tools and resources to improve efficiency and professional practice?181 value and practice social responsibility, ethical and legal use of ICT tools and resources?

182 show positive attitude towards the use of ICT in keeping records of the learners?

Domain 5 PLANNING, ASSESSING AND REPORTING

Strand 5.1Develops and utilizes creative and appropriate instructional planIndicator 5.1.1Shows proof of instructional planning


K43 183

S45 184 arrange 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 planAt what level do I ... H

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 milieu


K43 191

S45 192 cope with varied teaching milieu/setting?

A36 193 manifest openness to make necessary adjustments to improve the instructional plan?Strand 5.2Develops and uses a variety of appropriate assessment strategies to monitor

and evaluate learningIndicator 5.2.1Prepares formative and summative tests in line with the curriculum

At what level do I ... HK43 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 ... H

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 content

Indicator 5.3.1Provides timely and accurate feedback to learners to encourage them to reflect on andmonitor their own learning growthAt what level do I ... H

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

know the elements and process of developing an instructional plan (e.g. daily, weekly, quarterly,

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 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 aboutprogress of learners

Indicator 5.4.1Conducts regular meetings with learners and parents to respect learners' progressAt what level do I ... H

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

S45 218 plan and implement a comprehensive program to report learners' progress to students and parents?

A36 219

Indicator 5.4.2 Involves parents to participate in school activities that promote learningAt what level do I ... H

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 learningAt what level do I ... H

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 learningAt what level do I ... H

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 achievementsAt what level do I ... H

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 communityAt what level do I ... H

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 professionIndicator 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 ineducational seminars and workshops reading educational materials regularly andengaging in educational researchAt what level do I ... H

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


manifest accountability and responsibility in communicating the learners' progress to intendedstakeholders?

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

S45 251 translate my philosophy of teaching into action?

A36 252 share my personal philosophy of teaching with others?

Strand 7.2Builds professional links with colleagues to enrich teaching practiceIndicator 7.2.1Keeps abreast with recent developments in education


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

At what level do I ... HK43 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 7.3.2Improves teaching performance based on feedback from the mentor, students, peers,superiors and othersAt what level do I ... H

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 performanceAt what level do I ... H

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

S45 266 examine myself vis--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 weaknessesAt what level do I ... H

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

Please accomplish Self Assessment ticking only one box for each indicator

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S F L

S F L

S F L

S F L

S F L

gender)S F L

S F L

S F L

S F L

S F L

ingS F L

S F L

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S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

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S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

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S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

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S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

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S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

S F L

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S F L

S F L

S F L

S F L

S F L

S F L

Total KSAs

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SUMMARY OF RESULTS (NCBTS-TSNA)Teacher: JOANNA MONTEMAR

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 0 0

Mean Score 0.00 0.00

% Score 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0

INTERPRETATION BY DOMAIN & STRAND

S1.1S1.2

Total D1S2.1

S2.2S2.3

S2.4S2.5

Total D2S3.1

Total D3S4.1

S4.2S4.3

S4.4S4.5

S4.6S4.7

0.00

1.00

0.00 0.00 0.00

Summary of TSNA ResultBy Mean Scale Score

Strands & Domain

MeanScore

S1.1 S1.2Total D1S2.1 S2.2 S2.3 S2.4 S2.5Total D2S3.1Total D3S4.1 S4.2 S4.3 S4.4 S4.5 S

0%

10%

20%

30%

40%

50%

60%70%

80%

90%

100%

Summary of TSNA ResultBy % Score

Strands and Domain

% Score

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Domain and Strands % Score

D1 Social Regard for Learning 0.00% 0.0

S1.1 Teacher actions demonstrate value for learning 0.00%

S1.2 Demonstrates that learning is of different kinds and from different sources 0.00%

D2 Learning Environment 0.00% 0.0

S2.1 Creates an environment that promotes fairness 0.00%

S2.2 Makes the classroom environment safe and conducive to learning 0.00%

S2.3 Communicates higher learning expectations to each learner 0.00%

S2.4 Establishes and maintains consistent standards of learners' behavior 0.00%

S2.5 Creates a healthy psychological climate for learning 0.00%D3 Diversity of Learners 0.00% 0.0

S3.1

Determines, understands and accepts the learners' diverse background knowledge 0.00%

D4 Curriculum 0.00% 0.0

S4.1 Demonstrates mastery of the subject 0.00%

S4.2

Communicates clear learning goals for the lessons that are appropriate for learners 0.00%

S4.3 Make good use of allotted instructional time 0.00%

S4.4 Selects teaching methods, learning activities and the instructional materials 0.00%

S4.5

Recognizes general learning processes as well as unique processes of individual learners 0.00%

S4.6 Promotes purposive study 0.00%

S4.7 Demonstrates skills in the use of ICT in teaching and learning 0.00%

D5 Planning, Asessing & Reporting 0.00% 0.0S5.1 Develops and utilizes creative and appropriate instructional plan 0.00%

S5.2 Develops and uses a variety of appropriate assessment strategies to monitor 0.00%

S5.3 Monitors regularly and provides feedback on learners' understanding 0.00%

S5.4 Communicates promptly and clearly to learners, parents and superiors about 0.00%

D6 Community Linkages 0.00% 0.0

S6.1 Establishes learning environment that respond to the aspiration of the community 0.00%

D7 Personal Growth & Professional Devt 0.00% 0.0

S7.1 Takes pride in the nobility of teachers as a profession 0.00%

S7.2 Builds professional links with colleagues to enrich teaching practice 0.00%

S7.3 Reflects on the extent of the attainment of professional development goals 0.00%

MeSco

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ICT D5 D6

S4.5 S4.6 S4.7 Total D4 S5.1 S5.2 S5.3 S5.4 Total D5 S6.1 Total D

4 4 10 78 11 17 6 6 40 18 18

16 16 40 312 44 68 24 24 160 72 72

0 0 0

0.00 0.00 0.00

0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%

otal D7ICT Total

TOTAL0.00 0.00

7.2 S7.3Total D7

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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 D6

7 D78

9

10

1,2

1,2,3

1,2,3,4

1,2,3,4,5

1,2,3,4,5,6

2,3

2,3,4

2,3,4,52,3,4,5,6

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 D6

Personal Growth & Professional DevtD7S1.1

S1.2

S2.1

S2.2

S2.3

S2.4

S2.5

S3.1

S4.1

S4.2

S4.3S4.4

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 Linkages

Personal Growth & Professional DevtTeacher 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 subject

Communicates clear learning goals for the lessons that are appropriate for learners

Make good use of allotted instructional timeSelects 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 Beginner1.51 2.5 Developing2.51 3.5 Experienced3.51 4 Expert

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