NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT

Background

The Department of Education is presently pursuing a package of policy reforms that seeks to improve quality of basic education. These policy reforms are expected to create the critical changes necessary further accelerate, broaden, deepen and sustain the improved education effort already started. This package policy 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 Competency-Based Teac Standards (NCBTS). This is a framework that establishes the competency standards for teacher performance that teachers, learners and stakeholders are able to appreciate the complex set of behaviors, attitudes a skills that each teacher must possess in order to carry out a satisfactory performance of their roles a responsibilities

In response to the need for an instrument that identifies the professional strengths and development needs the teachers, the NCBTS-Teachers' Strengths and Needs Assessment (TSNA) was developed and valida through the AusAID-funded Project STRIVE (Strengthening the Basic Education in the Visayas), in coordinat with the EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII, Divisio of Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-TWG (Teacher Educat Development Program-Technical Working Group at the national level.

This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resou materials, structured learning session guides, manual for administration, scoring and interpretation, hard co and e-versions of the tool and the monitoring and evaluation scheme and tools for the implementation of NCBTS-TSNA.

THE TSNA SYSTEM FRAMEWORK

The Teachers Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of qua professional development programs that are aligned to the needs of the programs clientele. The TS determines the differences between the actual situation (what is) and the desired condition (what should be terms of teachers competencies within the department. In this NCBTS-TSNA the actual situation is describ the current competencies as perceived by the teacher. The profile of the teachers current competencies compared to the NCBTS standards for effective teaching. This TSNA, therefore, identifies the competen strengths as well as the gap between the expected and the current teachers competencies in terms Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and performance indicators the NCBTS.

The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effect Teaching) is actually done by analyzing nationally set teacher standards in behavioral terms or by identify effective teaching competencies. The DepED Central Office and Regional Offices are tasked to do this phase the TSNA process. Phase II (Teacher Trainee Analysis) is the instrumentation to determine the current teac competency levels in KSA terms which is done by the individual teacher at the school level. Phase III (Streng Need analysis) is the analysis of the strengths and discrepancies between the standards set and the curr teachers data on their competencies which is carried out at the school, cluster, District or Division level their respective purposes related to teacher training/development.

An important aspect of the TSNA process is the utilization of its results that will serve as inputs in preparation of Individual Plan for Professional Development Plan (IPPD) and in designing programs a activities for teachers at the school, division and regional levels. The consolidated TSNAs at the school, divis and regional level inform the school improvement plan (SIP), Division Development Plan (DEDP) and Regional Development Plan (REDP), with respect to the plans for professional development at the scho division and the regional levels.

COMPETENCY

ASSESSMENT
PHASE I Job Analysis PHASE II Teacher Trainee

Competency Analysis
GAP
KSA Required and Competency Standards

Instrumentation
Data Gathering

PHASE III

Current KSA and Competency

STRENGTH-NEED ANALYSIS

Competency Strengths & Learning Needs

Consolidated TSNA Result

Teacher's IPDP SIP SIP DEDP DEDP

Master Plans for Professional Development

When established, the TSNA system ensures that teachers routinely use CBTS in making self-assessments their current practices to identify their individual development needs, and that school heads, division a regional offices also routinely use CBTS in identifying teacher performance factors that affect school-w learning outcomes (BESRA PIP, 2006 Version (PIP V.1, p. 21).

Purpose of the NCBTS-TSNA

In order to realize the commitment to provide quality basic education through the Key Result Thrust (KRT2) o BESRA emphasizing the Professional Development of Teachers, the TSNA is conducted to gather data on the needs of teachers for their continuing training and development. Specifically, the TSNA intends to: 1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis--vis the standards set by the NCBTS in each of the seven domains and 23 strands: 1.1. Social Regard for Learning 1.2. Learning Environment 1.3. Diversity of Learners

1.4. 1.5. 1.6. 1.7.

Curriculum Planning, Assessing and Reporting Community Linkages Personal Growth and Professional Development

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

Expected Outputs Based on the purpose stated above, the TSNA is expected to yield the following specific outputs: A.

At the individual level: An Individual Teacher Scoring Template that contains TSNA results indicating the strengths and training needs 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 the teachers in the school C.At the cluster/ /division level: Consolidated TSNA results of participating school teachers in a given cluster/division

The NCBTS and the KSAs Developed for the TSNA

The TSNA tool is anchored on the NCBTS Framework set by the Department of Education. This contains sev integrated domains for effective teaching which are: Domain 1Social Regard for Learning; Domain 2Learn Environment; Domain 3Diversity of Learners; Domain 4Curriculum; Domain 5 Planning, Assessing a Reporting; Domain 6Community Linkages; and Domain 7Personal Growth and Professional Developme Each domain has its corresponding strands and each strand has performance indicators. A total of sev domains, 23 strands and 80 performance indicators make up the NCBTS competency standards set by DepED.

The Specifications of and DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P): KSA domains, strandsthe 7 performance indicators were translated to specific Knowledge, Skills, and Attitud (KSAs) to compose the TSNA Tool with 270 KSAs in the various clusters as in the specifications below: Domain 1: Social Regard for Learning................................. S=2 P= 5 Domain 2: Learning Environment........................................ 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 TSNA

A. Orientation of School Heads on the NCBTS and the TSNA The principle of school-based management empowers the School Heads to provide instructional leadership and therefore they must be aware of the framework of the NCBTS that defines the concept effective teaching. One of the ways by which School Heads can support the professional development the teachers is when they have the first-hand information about the training needs of teachers. The NCBTS-TSNA tool intends to identify specific training needs of teachers, thus the School Heads and Schools Supervisors need to be knowledgeable of the features of the tool and its proper administration and results utilization.

The orientation should therefore, involve clusters of School Heads with their respective NCBTS School Coordinators from Leader Schools and District Supervisors within each Division. The designation of the NCBTS school coordinator is upon the discretion of the School Head taking into consideration the criter outlined in the Orientation Guide contained in the NCBTS-TSNA Package.

The NCBTS-TSNA package has been designed for knowledge building and advocacy on the NCBTS and the transfer of the technology to conduct TSNA at the school level. The package provides the participa with: (a) a deeper understanding of the NCBTS framework, the meaning of the domains, strands, and performance indicators, and the identification of the KSAs; (b) familiarity with the content of the TSNA tool 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 designate a Leader Scho Leader School Heads and their respective NCBTS Coordinators become the Implementers of the TSN across the schools within their clusters. School Heads from within each cluster are convened to go through parallel knowledge building and to conduct the TSNA for their own teachers. The District Supervisors will take the role of guiding and monitoring the TSNA system and procedures within the cluster or district.

ASSESSMENT

eforms that seeks to improve the the critical changes necessary to ort already started. This package of ESRA).

tional Competency-Based Teacher ndards for teacher performance so lex set of behaviors, attitudes and y performance of their roles and

rengths and development needs of NA) was developed and validated on in the Visayas), in coordination Regions VI, VII and VIII, Divisions the TEDP-TWG (Teacher Education

orientation program and resource oring and interpretation, hard copy ools for the implementation of the

sential in the provision of quality he programs clientele. The TSNA esired condition (what should be) in A the actual situation is described teachers current competencies is erefore, identifies the competency achers competencies in terms of ands and performance indicators of

hase I (Job Analysis for Effective behavioral terms or by identifying fices are tasked to do this phase of n to determine the current teacher he school level. Phase III (Strengththe standards set and the current uster, District or Division level for

s that will serve as inputs in the and in designing programs and dated TSNAs at the school, division evelopment Plan (DEDP) and the sional development at the school,

SIP Master Plans for DEDP Professional Development

IP DP

BTS in making self-assessments of d that school heads, division and ce factors that affect school-wide

h the Key Result Thrust (KRT2) of conducted to gather data on the

ividual teachers vis--vis the

ing specific outputs:

ating the strengths and training

g needs of the teachers in the

uster/division

t of Education. This contains seven d for Learning; Domain 2Learning main 5 Planning, Assessing and th and Professional Development. mance indicators. A total of seven competency standards set by the

ic INDICATORS (P): CE Knowledge, Skills, and Attitudes the specifications below: KSA= 18 KSA=59 KSA=27 KSA=78 KSA=40 KSA=18 KSA=30 KSA=270

ds to provide instructional NCBTS that defines the concept of t the professional development of aining needs of teachers. The , thus the School Heads and ool and its proper administration

their respective NCBTS School Division. The designation of the king into consideration the criteria e.

nd advocacy on the NCBTS and for package provides the participants g of the domains, strands, and ty with the content of the TSNA NA.

should designate a Leader School. the Implementers of the TSNA cluster are convened to go own teachers. The District em and procedures within the

GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL

The TSNA Tool is a self-assessment exercise that is introduced by the School Head/NCBTS Coordinator through an orientation process in order for the teacher-respondents to understand its importance and thus reflectively respond t the instrument. The Tool in electronic format (Excel) is contained on a compact disk (CD) with an auto-scoring syste Each teacher may be given an individual CD or may respond to the TSNA tool from a file installed on a common computer. It takes an average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains with corresponding strands and performance indicators are electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the instrument. Self-Administration of the TSNA Tool A. The TSNA Responses The instrument contains clusters of KSAs specific to a particular performance indicator with a common stem: At wha level do I Considering that the NCBTS-TSNA tool is intended for self-assessment and not for performance ratings, t responses to the items are expressed qualitatively i.e. High (H), Satisfactory (S), Fair (F), and Low (L). The reference codes presented below guide the respondent in registering her/his self-assessment for each KSA:

Code H (High) S (Satisfactory) F (Fair) L ( Low)

Interpretation My level of competence in the KSA is high. This is my strength, although not a priority training & development need. My level of competence in the KSA is satisfactory but I would benefit from further training & development My level of competence in the KSA is fair and I need further training & development as a priority. My level of competence in the KSA is low. I urgently need training and development

B. The Electronic Self-Assessment Tool

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

"Teacher Profile" - pink-colored tab and a data-entry form for teacher respondent's personal and professional "Self-Assessment" - green-colored tab is the TSNA instrument "Summary" - yellow-colored tab displays the result of assessment after all TSNA items have been accomplished

1. Fill in the Teacher Profile. Data provided here shall feed into the Human Resource Information System of DepEd 2. After completing the Teacher Profile, proceed to the Self-Assessment Worksheet by clicking on the "Self Assessmen 3. In the Self Assessment worksheet, click on the appropriate checkbox that corresponds to your answer for each KSA 3.1 As a checkbox is ticked, the row color turns blue indicating that the response/answer is accepted 3.2 When more than one answer is provided for one KSA, the row color turns red indicating an erroneous answer Only one answer must be provided for each KSA, hence only one checkbox ticked.

4. Upon successfully completing all items, message "Click Summary Worksheet to view results" is displayed. Click Summary Worksheet to view interpretation of assessment results.

Note : Automatic scoring is not enabled when any one of the items in the worksheet has not been answered and answers were provided for one KSA. In this case, the message "ERROR" is displayed. Review answers giving specia attention to red and grey colored rows.
Interpreting and Consolidation of the TSNA Profiles

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

Range Scale scores 3.51-4.00 2-51-3.50 1.51-2.50 1.00-1.50 % Scores 87.51% - 100% 62.51% - 87.50% 37.51% - 62.50% 25.00% - 37.50%

Level of Teaching Competence

Expert. Very competent and can support other teache improvement

Experienced. Competent in the KSA but would benefi from further training and development

Developing. Fairly competent in KSA and need furthe training and development Beginning. Lacking competence in KSA and require urgent training and development

The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning ne and strengths along these dimensions may also be inferred from the TSNA results. Consolidation of TSNA results is done electronically to report on TSNA of a given school, cluster or Division. Utilization of TSNA Results for the Development of IPPDs

The TSNA Individual Profile is used for the development of the teachers IPPD. The identified learning needs therein appraised by the teacher while taking into consideration the priorities set by the school for its future development. important that the teachers develop themselves in order to contribute towards addressing the most urgent needs the priorities identified by the school. The IPPD is therefore prepared by the teachers to identify their training need line with their own priorities and those of the school. A separate document has been developed detailing the conce and procedures related to the preparation of IPPDs.

ENT TOOL

oordinator through an hus reflectively respond to with an auto-scoring system. talled on a common dividual profile of the ectronically generated he instrument.

a common stem: At what for performance ratings, the d Low (L).

sment for each KSA:

personal and professional data have been accomplished

ation System of DepEd ng on the "Self Assessment" tab your answer for each KSA r is accepted ng an erroneous answer

lts" is displayed.

s not been answered and/or two ew answers giving special

on completion of the NCBTSndicator, is interpreted using age of a particular domain, or

ng Competence can support other teacher's

the KSA but would benefit elopment

nt in KSA and need further

nce in KSA and require ment

and Attitude. Learning needs

cluster or Division.

d learning needs therein are its future development. It is g the most urgent needs and entify their training needs in eloped detailing the concepts

Teacher Profile
I. PERSONAL DATA 1. Family Name (Last name) First Name Middle Name

MONTEMAR
2. 4. Gender Date of Birth MM 6. DD YYYY

JOANNA
3. Civil Status 5.

J.
3. Employee No.

Female

Married
Place of Birth

Contact Address (City/State/Country) Phone Fax Zip Code E-mail 9. 11. NAGASI ELEMENTARY SCHOOL School ID District 12.

7. 10.

Region School Name

VI

8.

Division

La Carlota City

II
School Type Elementary : ### Public ### Monograde ### Multigrade

12.

School Address BRGY. NAGASI, LA CARLOTA CITY Secondary:

### SPED ### General ### Special Science ### Extension ### SPED

13.

Start Date of Teaching Service (YYYY-MM)

14.

Subject Area Concentration: Elem: Sec : English English ### Math ### Math Science Science Science Science Pilipino Pilipino Makabayan Makabayan

II. EDUCATIONAL ATTAINMENT Degree Major School mm dd Inclusive Period yy mm dd yy Units Honors Received

Major Master's Doctoral Others

III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT position FIRST) Position Subjects Taught Grade/Yr School mm m dd yy mm dd

(Please use additional sheet if necessary)

IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)

Title

Subjects Area

No. of Hours

Level

Role

Sponsoring Agency

V. SCHOLARSHIP/GRANTS RECEIVED Inclusive Dates Title Sponsoring Agency mm dd yy mm dd yy

VI. OTHER QUALIFICATIONS

32.

I certify that the statements made by me in answer to the foregoing questions are true, complete and correct to the best of my knowledge and belief. Date: Signature:

N.B.

ADB Form No. 380/02 2008-001 v2.0 HR-INSET Form No.

J.

### Private ### Central ### Non-Central

### Main ### TechVoc ### Night

Honors Received

yy

Sponsoring Agency

Domain 1

SOCIAL REGARD FOR LEARNING

Strand 1.1 Teacher 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 1.1.2 Demonstrates punctuality At what level do I ... 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 1.1.3 Maintains appropriate appearance At what level do I ... 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 1.1.4 Is 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? H

Strand 1.2 Demonstrates that learning is of different kinds and from different sources
Indicator 1.2.1 Makes use of various learning experiences and resources At what level do I ... H 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 2.1 Creates an environment that promotes fairness

Indicator 2.1.1 Maintains a learning environment of courtesy & respect for different learners (e.g. ability, culture, gender) At what level do I ... H 19 understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, family K7 background and gender)? 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 2.1.2 Provides gender-fair opportunities for learning At what level do I ... H 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 2.1.3 Recognizes that every learner has strengths At what level do I ... H 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 2.2 Makes the classroom environment safe and conducive to learning
Indicator 2.2.1 Maintains a safe and orderly classroom free from distractions At what level do I ... H 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 2.2.2 Arranges challenging activities in a given physical environment At what level do I ... H 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 learning At what level do I ... H 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 2.3 Communicates higher learning expectations to each learner

Indicator 2.3.1 Encourages learners to ask questions At what level do I ... 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 2.3.2 Provides learners with a variety of learning experience At what level do I ... H

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 2.3.3 Provides varied enrichment activities to nurture the desire for further learning At what level do I ... 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 2.3.4 Communicates 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 2.4 Establishes and maintains consistent standards of learners' behavior

Indicator 2.4.1 Handles behavior problems quickly and with due respect to children's rights At what level do I ... K20 53 understand the rights and responsibilities of the child as embodied in different laws, e.g. RA 7610, PD 603? K21 54 know behavior management techniques for learners with behavioral problems? S19 55 identify learners with behavioral problems? S20 56 employ appropriate procedures and actions consistently when dealing with learners with behavioral problems? A16 57 show a compassion and caring attitude in managing behavior problems? Indicator 2.4.2 Gives timely feedback to reinforce appropriate learners' behavior At what level do I ... 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 2.4.3 Guides individual learners requiring development of appropriate social and learning behavior At what level do I ... 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 2.4.4 Communicates 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? H

Strand 2.5 Creates a healthy psychological climate for learning

Indicator 2.5.1 Encourages free expression of ideas from students At what level do I ... 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 2.5.2 Creates stress-free environment At what level do I ... K28 71 know the elements and importance of establishing a stress-free learning environment? S25 72 manage conflicts and other stress-related situations? initiate and create programs (e.g. child-friendly school system) and activities that promote stress-free S26 73 environment? A21 74 get involved in advocacy activities that create a stress-free environment? Indicator 2.5.3 Takes measures to minimize anxiety and fear of the teacher and/or subject At what level do I ... K29 75 know about child-friendly teaching strategies? encourage learners to develop a positive attitude towards their subject and teacher? S27 76 A22 77 let my students feel they are accepted? H

Domain 3

DIVERSITY OF LEARNERS

Strand 3.1 Determines, understands and accepts the learners' diverse background knowledge and experience
Indicator 3.1.1 Obtains information on the learning styles, multiple intelligences and needs of learners At what level do I ... 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 3.1.2 Designs or selects learning experiences suited to different kinds of learners At what level do I ... 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 3.1.3 Establishes goals that define appropriate expectations for all learners At what level do I ... 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? 87 appreciate the need to consider the differences in experiences and capabilities of learners? A25 Indicator 3.1.4 Paces lessons appropriate to needs and difficulties of learners H

At what level do I ... 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 At what level do I ... 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 At what level do I ... 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 3.1.7 Adopts strategies to address needs of differently-abled students? At what level do I ... know the educational psychology of learners with special needs? K36 98 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 At what level do I ... 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 4.1 Demonstrates mastery of the subject

Indicator 4.1.1 Delivers accurate and updated content knowledge using appropriate methodologies, approaches and strategies At what level do I ... 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 At what level do I ... 108 K39 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? support the integration of language, literacy, skill development and values in the learning activities? A32 110 Indicator 4.1.3 Explains learning goals, instructional procedures and content clearly and accurately to students At what level do I ... K40 111 possess in-depth understanding of the subject area's learning goals, instructional procedures and content based on curriculum? S42 112 explains learning goals, concepts and processes clearly and accurately to learners? give sufficient time to explain the lessons for clear understanding of the learners? A33 113 Indicator 4.1.4 Links the current content with past and future lessons At what level do I ... 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? value the need to relate prior knowledge of learners with the present and future lessons? A34 116 Indicator 4.1.5 Aligns with lesson objectives the teaching methods, learning activities and instructional materials or resources appropriate to learners At what level do I ... K42 117 have the knowledge in designing lessons with congruent objectives, teaching methods, learning activities and materials? S44 118 teach lessons that have congruency of objectives, procedure, materials and evaluation? appreciate the value of aligning objectives with all the parts of a lesson? A35 119 Indicator 4.1.6 Creates situations that encourage learners to use high order thinking skills At what level do I ... 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 4.1.7 Engages and sustains learners' interests in the subject by making content meaningful and relevant to them At what level do I ... 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? Indicator 4.1.8 Integrates relevant scholarly works and ideas to enrich the lessons as needed At what level do I ... K43 126 update myself with relevant scholarly works and ideas related to my subject area? S45 127 integrate scholarly works and ideas to enrich the lesson for the learners? A36 128 show enthusiasm and openness to new learning? Indicator 4.1.9 Integrates content of subject areas with other disciplines H

K43 S45 A36

129 130 131

At what level do I ... know about other disciplines related to the subject I am teaching? integrate content of subject area with other disciplines? appreciate integrative mode of teaching?

Strand 4.2 Communicates clear learning goals for the lessons that are appropriate for learners
Indicator 4.2.1 Sets appropriate learning goals At what level do I ... 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 4.2.2 Understand the learning goals At what level do I ... 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? H

Strand 4.3 Make good use of allotted instructional time

Indicator 4.3.1 Establishes routines and procedures to maximize instructional time At what level do I ... 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 4.3.2 Plans lessons to fit within available instructional time At what level do I ... 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? H

Strand 4.4 Selects teaching methods, learning activities and the instructional materials or resources appropriate to the learners and aligned to objectives of the lesson
Indicator 4.4.1 Translates learning competencies to instructional objectives At what level do I ... K43 144 know the learning competencies in my learning areas in order to formulate appropriate instructional objectives? 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 objectives At what level do I ... 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? prepare adequate and appropriate instructional materials for the learners and the learning objectives? S45 150 A36 151 manifest resourcefulness in preparing instructional materials? Indicator 4.4.3 Provides activities and uses materials which fit the learners' learning styles, goals and culture At what level do I ... 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 4.4.4 Uses a variety of teaching approaches and techniques appropriate to the subject matter and the learners At what level do I ... 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 4.4.5 Utilizes information derived from assessment to improve teaching and learning At what level do I ... K43 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 4.4.6 Provides activities and uses materials which involves students in meaningful learning At what level do I ... 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)? Indicator 4.5.1 Designs and utilizes teaching methods that take into account the learning process At what level do I ... 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? H

Strand 4.5 Recognizes general learning processes as well as unique processes of individual learners
H

Strand 4.6 Promotes purposive study

Indicator 4.6.1 Cultivates good study habits through appropriate activities and projects At what level do I ... K43 169 know the techniques in forming good study habits? determine the current study habits of my students? S45 170 A36 171 provide appropriate learning tasks and projects that support development of good study habits? H

172

take extra time to help students form good study habits?

Strand 4.7 Demonstrates skills in the use of ICT in teaching and learning
Indicator 4.7.1 Utilizes ICT to enhance teaching and learning At what level do I ... 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? H

Domain 5

PLANNING, ASSESSING AND REPORTING

Strand 5.1 Develops and utilizes creative and appropriate instructional plan
Indicator 5.1.1 Shows proof of instructional planning At what level do I ... K43 183 know the elements and process of developing an instructional plan (e.g. daily, weekly, quarterly, yearly)? sequentially the learning units with reasonable time allotment? arrange S45 184 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 5.1.2 Implements instructional plan At what level do I ... K43 188 know the factors for successful implementation of the instructional plan? A36 189 adjust the instructional plan to ensure attainment of objectives? appreciate the value of instructional planning? 190 Indicator 5.1.3 Demonstrates ability to cope with varied teaching milieu At what level do I ... K43 191 know the different teaching-learning situations that could affect the implementation of the instructional plan? S45 A36 192 193 cope with varied teaching milieu/setting? manifest openness to make necessary adjustments to improve the instructional plan? H

Strand 5.2 Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning
Indicator 5.2.1 Prepares formative and summative tests in line with the curriculum At what level do I ... K43 194 know the principles and purposes of instructional assessment including formative and summative testing? valid and reliable formative and summative tests? construct S45 195 A36 196 appreciate the value of testing as a tool to improve instruction and learning performance? Indicator 5.2.2 Employs non-traditional assessment techniques (portfolio, journals, rubric, etc.) At what level do I ... K43 197 know the concepts, principles and strategies of non-traditional assessment? use appropriate non-traditional assessment techniques? S45 198 A36 199 value the use of non-traditional assessment? Indicator 5.2.3 Interprets and uses assessment results to improve teaching and learning At what level do I ... K43 200 know concepts, principles on interpretation and utilization of assessment results? A36 201 interpret and use test results to improve teaching and learning? manifest fairness in the interpretation of test results? 202 Indicator 5.2.4 Identifies teaching-learning difficulties and possible causes and takes appropriate action to address them At what level do I ... K43 203 know the concept and principles of diagnostic testing? know the types of remedial lessons for slow learners? S45 204 A36 205 identify teaching-learning difficulties and possible causes? manage remediation programs? 206 A36 207 manifest willingness and patience in conducting remediation programs? Indicator 5.2.5 Uses tools for addressing authentic learning At what level do I ... K43 208 know the concepts and principles of authentic learning assessment? utilize appropriate tools for assessing authentic learning? S45 209 A36 210 enthusiastically develop and use tools for assessing authentic learning? H

Strand 5.3 Monitors regularly and provides feedback on learners' understanding of content
Indicator 5.3.1 Provides timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growth At what level do I ... K43 211 know the principles of giving and receiving feedback on learners' progress? use strategies for giving feedback/reporting progress of individual learner? S45 212 A36 213 motivate learners' to reflect and monitor their learning growth? A36 214 consistently provide timely and accurate feedback? Indicator 5.3.2 Keeps accurate records of grades/performance levels of learners At what level do I ... H

K43 S45

215 216

know the current guidelines about the grading system? maintain accurate and updated learners' records?

Strand 5.4 Communicates promptly and clearly to learners, parents and superiors about progress of learners
Indicator 5.4.1 Conducts regular meetings with learners and parents to respect learners' progress At what level do I ... K43 217 know the dynamics of communicating learners' progress to students, parents and other stakeholders? plan and implement a comprehensive program to report learners' progress to students and parents? S45 218 A36 219 manifest accountability and responsibility in communicating the learners' progress to intended stakeholders? Indicator 5.4.2 Involves parents to participate in school activities that promote learning At what level do I ... K43 220 understand the role and responsibilities of parents in supporting school programs to enhance children's learning progress? S45 A36 221 222 involve parents to participate in school activities that promote their children's learning progress? establish rapport and a cooperative working relationship with parents? H

Domain 6

COMMUNITY LINKAGES

Strand 6.1 Establishes learning environment that respond to the aspiration of the community
Indicator 6.1.1 Involves community in sharing accountability for learners' achievement At what level do I ... K43 223 know the programs, projects, and thrusts of DepEd on school-community partnership? involve the community in the programs, projects and thrusts of the school? S45 224 A36 225 promote shared accountability for the learners' achievement? Indicator 6.1.2 Uses community resources (human, material) to support learning At what level do I ... K43 226 know the various community resources available to enhance learning? use available community resources (human, material) to support learning? S45 227 A36 228 recognize community resources to support learning? Indicator 6.1.3 Uses community as a laboratory for learning At what level do I ... K43 229 know strategies for experiential learning outside the classroom? make use of the community as a laboratory for learning? S45 230 A36 231 appreciate the world as a learning environment? Indicator 6.1.4 Participates in community activities that promote learning At what level do I ... K43 232 know the teacher's social responsibility? link with sectors for involvement in community work? S45 233 A36 234 show enthusiasm in joining community activities? Indicator 6.1.5 Uses community networks to publicize school events and achievements At what level do I ... K43 235 know the dynamics of community networking and information dissemination? communicate the school events/achievements through community networks? S45 236 A36 237 share information on school events/achievements to the community? Indicator 6.1.6 Encourages 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? provide learning activities ensuring their application to the community? S45 239 A36 240 show sensitivity to the needs of the community? H

Domain 7

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

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

Indicator 7.1.1 Maintains stature and behavior that upholds the dignity of teaching At what level do I ... K43 241 know the set of ethical and moral principles, standards and values embodied in the Code of Ethics for Professional Teachers? practice the Code of Ethics for Professional Teachers? S45 242 A36 243 manifest the values that uphold the dignity of teaching? Indicator 7.1.2 Allocates time for personal and professional development through participation in educational seminars and workshops reading educational materials regularly and engaging in educational research At what level do I ... K43 244 know the requirements/expectations for personal and professional development of teachers? prepare and implement an individual personal and professional development plan (IPDP)? S45 245 A36 246 manifest zeal in undertaking educational research ? Indicator 7.1.3 Manifests personal qualities like enthusiasm, flexibility and caring attitude At what level do I ... K43 247 know the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance them? engage in self-assessment to enhance my personal qualities? S45 248 A36 249 exhibit personal qualities such as enthusiasm, flexibility and caring attitude? Indicator 7.1.4 Articulates and demonstrates one's personal philosophy of teaching At what level do I ... H

K43 S45 A36

250 251 252

understand the value of having a personal philosophy of teaching? translate my philosophy of teaching into action? share my personal philosophy of teaching with others?

Strand 7.2 Builds professional links with colleagues to enrich teaching practice
Indicator 7.2.1 Keeps abreast with recent developments in education At what level do I ... K43 253 update myself with recent developments in education? apply updated knowledge to enrich teaching practice? S45 254 A36 255 manifest openness to recent developments in education? Indicator 7.2.2 Links with other institutions and organizations for sharing best practices At what level do I ... K43 256 know of institutions and organizations with a goal to improve teaching practice? link with other institutions and organizations that are helpful to the teaching profession? S45 257 A36 258 get involved in professional organizations and other agencies that can improve my teaching practice? H

Strand 7.3 Reflects on the extent of the attainment of professional development goals
Indicator 7.3.1 Reflects on the quality of his/her own teaching At what level do I ... K43 259 know the techniques and benefits derived from theory-guided introspection? make a self assessment of my teaching competencies? S45 260 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, superiors and others At what level do I ... K43 262 know the purposes and approaches in establishing an effective feedback system? actively seek feedback from a range of people to improve my teaching performance? S45 263 A36 264 manifest positive attitude towards comments/recommendations? Indicator 7.3.3 Accepts personal accountability to learners' achievement and performance At what level do I ... K43 265 know my accountability and responsibilities toward students' learning performance? examine myself vis--vis my accountability for the learners and to the teaching profession? S45 266 A36 267 accept my personal accountability to the learners? Indicator 7.3.4 Uses self-evaluation to recognize and enhance one's strength and correct one's weaknesses At what level do I ... K43 268 know the concept and strategies for self-evaluation? identify my strengths and weaknesses as a person and as a teacher? S45 269 A36 270 manifest determination to become a better person and teacher? H

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

Domain Strand No. Of KSAs HPS Raw Score Mean Score % Score D1 S1.1 15 60 S1.2 3 12 Total D1 18 72 0 0.00 0.00% S2.1 10 40 S2.2 10 40 D2 S2.3 14 56 S2.4 15 60 S2.5 10 40 Total D2 59 236 0 0.00 0.00% D3 S3.1 27 108 Total D3 27 108 0 0.00 0.00% S4.1 27 108 S4.2 6 24 S4.3 6 24 D4 S4.4 21 84

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

Summary of TSNA Result By Mean Scale Score

1.00

Mean Score

0.00 S1.2 S1.1

0.00

S2.1 S2.2

S2.3 S2.4

S2.5

0.00

S3.1

0.00

S4.1 S4.2

S4.3 S4.4

S4.5 S4.6

S4.7

0.00

S5.1 S5.2

S5.3 S5.4

Total D5 S6.1

0.00

Total D6 S7.1

0.00

S7.2 S7.3

Total D1

Total D2

Total D3

Total D4

Total D7 TOTA ICT Total

0.00

0.00

Strands & Domain

Summary of TSNA Result By % Score

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 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 S4.6 S4.7Total D4S5.1 S5.2 S5.3 S5.4Total D5S6.1Total D6S7.1 S7.2

% Score

S7.3Total D7

Strands and Domain

INTERPRETATION BY DOMAIN & STRAND

Domain and Strands

D1 S1.1 S1.2 D2 S2.1 S2.2 S2.3 S2.4 S2.5 D3 S3.1 D4 S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 D5 S5.1 S5.2 S5.3 S5.4 D6 S6.1 D7 S7.1 S7.2 S7.3 Social Regard for Learning Teacher actions demonstrate value for learning Demonstrates that learning is of different kinds and from different sources Learning Environment 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 Diversity of Learners Determines, understands and accepts the learners' diverse background knowledge Curriculum Demonstrates mastery of the subject Communicates 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 Planning, Asessing & Reporting 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 Community Linkages Establishes learning environment that respond to the aspiration of the community Personal Growth & Professional Devt 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

% Score 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% 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% 0.00% 0.00%

Mean Score 0.00

0.00

0.00

Competency Level #N/A Expert Expert #N/A Expert Expert Expert Expert Expert #N/A Expert #N/A Expert Expert Expert Expert Expert Expert Expert #N/A Expert Expert Expert Expert #N/A Expert #N/A Expert Expert Expert

0.00

0.00

0.00 0.00

S4.5 4 16

S4.6 4 16

ICT S4.7 10 40

0.00%

0.00%

0.00%

Total D4 78 312 0 0.00 0.00%

S5.1 11 44

S5.2 17 68

D5 S5.3 6 24

S5.4 6 24

0.00%

0.00%

0.00%

0.00%

Total D5 40 160 0 0.00 0.00%

D6 S6.1 18 72

0.00%

Total D6 18 72 0 0.00 0.00%

S7.1 12 48

D7 S7.2 6 24

S7.3 12 48

0.00%

0.00%

0.00%

Total D7 30 120 0 0.00 0.00%

S7.2 S7.3

Total D7 TOTAL ICT Total

0.00

0.00

otal D6S7.1

S7.2

S7.3Total D7

Gender Male Female

Civil Status Region Division Single VI Bohol Married VII Tagbilaran Widow/er VIII NegOcc Separated Nsamar

GradeYr
1 2 3 4 5 6 7 8 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 2,3,4,5 2,3,4,5,6 3,4 3,4,5 3,4,5,6 4,5 4,5,6 5,6

Subject
English Science Math Filipino Makabayan

Domain
D1 D2 D3 D4 D5 D6 D7

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 DevtD7 S1.1 S1.2 S2.1 S2.2 S2.3 S2.4 S2.5 S3.1 S4.1 S4.2 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

StrandDesc
Social Regard for Learning Learning Environment Diversity of Learners Curriculum Planning, Asessing & Reporting Community Linkages Personal 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 subject Communicates 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

min 1 1.51 2.51 3.51

max 1.5 2.5 3.5 4

level Beginner Developing Experienced Expert