NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT

Background
The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basic education. These policy reforms are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort already started. This package of 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 Teacher Standards (NCBTS). This is a framework that establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to appreciate the complex set of behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their roles and responsibilities In response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the NCBTS-Teachers' Strengths and Needs Assessment (TSNA) was developed and validated through the AusAID-funded Project STRIVE (Strengthening the Basic Education in the Visayas), in coordination with the EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-TWG (Teacher Education 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 resource materials, structured learning session guides, manual for administration, scoring and interpretation, hard copy and e-versions of the tool and the monitoring and evaluation scheme and tools for the implementation of the NCBTS-TSNA.

THE TSNA SYSTEM FRAMEWORK

The Teachers Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of quality professional development programs that are aligned to the needs of the programs clientele. The TSNA determines the differences between the actual situation (what is) and the desired condition (what should be) in terms of teachers competencies within the department. In this NCBTS-TSNA the actual situation is described the current competencies as perceived by the teacher. The profile of the teachers current competencies is compared to the NCBTS standards for effective teaching. This TSNA, therefore, identifies the competency strengths as well as the gap between the expected and the current teachers competencies in terms of Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and performance indicators of the NCBTS. The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effective Teaching) is actually done by analyzing nationally set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED Central Office and Regional Offices are tasked to do this phase of the TSNA process. Phase II (Teacher Trainee Analysis) is the instrumentation to determine the current teacher competency levels in KSA terms which is done by the individual teacher at the school level. Phase III (Strength-Need analysis) is the analysis of the strengths and discrepancies between the standards set and the current teachers data on their competencies which is carried out at the school, cluster, District or Division level for 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 the preparation of Individual Plan for Professional Development Plan (IPPD) and in designing programs and activities for teachers at the school, division and regional levels. The consolidated TSNAs at the school, division and regional level inform the school improvement plan (SIP), Division Development Plan (DEDP) and the Regional Development Plan (REDP), with respect to the plans for professional development at the school, 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

Current KSA and Competency

PHASE III

STRENGTH-NEED ANALYSIS

Competency Strengths & Learning Needs Consolidated TSNA Result SIP Master Plans for DEDP Professional Development

Teacher's IPDP SIP SIP DEDP DEDP

When established, the TSNA system ensures that teachers routinely use CBTS in making self-assessments of their current practices to identify their individual development needs, and that school heads, division and regional offices also routinely use CBTS in identifying teacher performance factors that affect school-wide 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) of 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. 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 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 At the cluster/ /division level: Consolidated TSNA results of participating school teachers in a given cluster/division

C.

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 seven integrated domains for effective teaching which are: Domain 1Social Regard for Learning; Domain 2Learning Environment; Domain 3Diversity of Learners; Domain 4Curriculum; Domain 5 Planning, Assessing and Reporting; Domain 6Community Linkages; and Domain 7Personal Growth and Professional Development. Each domain has its corresponding strands and each strand has performance indicators. A total of seven domains, 23 strands and 80 performance indicators make up the NCBTS competency standards set by the DepED. KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P): Domain 1: Social Regard for Learning................................. Domain 2: Learning Environment........................................ Domain 3: Diversity of Learners.. Domain 4: Curriculum Domain 5: Planning, Assessing and Reporting Domain 6: Community Linkages Domain 7: Personal and Professional Growth Total .. 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 of effective teaching. One of the ways by which School Heads can support the professional development of the teachers is when they have the firsthand 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. S=2 S=5 S=1 S=7 S=4 S=1 S=3 S=23 P= 5 P=17 P=8 P=22 P=12 P=6 P=10 P=80 KSA= 18 KSA=59 KSA=27 KSA=78 KSA=40 KSA=18 KSA=30 KSA=270

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 criteria 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 for the transfer of the technology to conduct TSNA at the school level. The package provides the participants 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 School. Leader School Heads and their respective NCBTS Coordinators become the Implementers of the TSNA 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.

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 to the instrument. The Tool in electronic format (Excel) is contained on a compact disk (CD) with an auto-scoring system. 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 what level do I Considering that the NCBTS-TSNA tool is intended for self-assessment and not for performance ratings, the 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 data "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 Assessment" tab 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/or two
answers were provided for one KSA. In this case, the message "ERROR" is displayed. Review answers giving special 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 NCBTS-TSNA Tool, an obtained score whether an average of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart below. A score to be interpreted may either be an average of a particular domain, or 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 teacher's improvement Experienced. Competent in the KSA but would benefit from further training and development Developing. Fairly competent in KSA and need further 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 needs 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 are appraised by the teacher while taking into consideration the priorities set by the school for its future development. It is important that the teachers develop themselves in order to contribute towards addressing the most urgent needs and the priorities identified by the school. The IPPD is therefore prepared by the teachers to identify their training needs in line with their own priorities and those of the school. A separate document has been developed detailing the concepts and procedures related to the preparation of IPPDs.

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

Mangaliman
2. 4. Gender Date of Birth

Leonarda
3. Civil Status 5.

Bianzon
3. Tilambo , Taysan ,Batangas Employee No.

Female 11
MM

Married
Place of Birth

4130910

6
DD

1973
YYYY

6.

Contact Address (City/State/Country)

Tilambo, Taysan, Batangas

Zip Code 7. Region

Phone Fax

09162839681
LeonyMangaliman@yahoo.com

4 2 2 8
9. 11. School ID 107806 District 12.

E-mail

IV-A

8.

Division

Batangas Province

Taysan
School Type Elementary : Public Monograde Multigrade Private Central Non-Central

10. School Name Tilambo Elementary School 12. School Address Tilambo Elementary School

SPED Secondary: General Special Science Extension SPED Main TechVoc Night

13. Start Date of Teaching Service (YYYY-MM)

2001
Elem: Sec :

English English

JULY
Math Math Science Science Science Science Filipino Pilipino Makabayan Makabayan

14. Subject Area Concentration:

II. EDUCATIONAL ATTAINMENT Degree Major School Inclusive Period mm dd yy mm dd yy 00 none Units Honors Received

Major Master's Doctoral Others

BEED

Filipino

University of The East, Mla

1992

III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT position FIRST) Position Teacher II Teacher II Teacher II Teacher I Subjects Taught Sci .Msep.Hert All Subects All Subects All Subjects Grade/Yr 4,5,6 3 2 3,4 School Tilambo Elementary School Tilambo Elementary School San Isidro Elementary School Guinhawa Elementary School mm m dd yy 2012 2005 2001 2001 2012 2005 2001 mm dd yy

(Please use additional sheet if necessary)

IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)

Title ENHANCING THE TEACHING AND LOVE FOR READING PEDAGOGICAL CLASSROOM PRESENTATION KLASRUM ADARNA: STORY T ELLING WORKSHOP SEMINAR WORKSHOP ON FOLK DANCING

Subjects Area ENGLISH ENG. FIL. FIL PE

No. of Hours 8 16 8 16

Level NATIONAL DIVISION DIVISION DISTRICT

Role PARTICIPANT PARTICIPANT PARTICIPANT PARTICIPANT

Sponsoring Agency CHILDREN LIT.ASSO. DEP ED BATS DEP ED BATS DEPED TAYSAN

V. SCHOLARSHIP/GRANTS RECEIVED Inclusive Dates Title NONE 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:

29-Apr-13
N.B.

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

Domain 1 Strand 1.1 Indicator 1.1.1 K1 1 K2 2 S1 3 S2 4 A1 5 Indicator 1.1.2 K3 6 S3 7 A2 8 Indicator 1.1.3 K4 9 S4 10 A3 11 Indicator 1.1.4 12 13 14 15 Strand 1.2 Indicator 1.2.1 K6 S7 A5 16 17 18 K5 S5 S6 A4

Domain 2 Strand 2.1 Indicator 2.1.1 K7 19 S8 20 A6 21 Indicator 2.1.2 K8 22 S9 23 A7 24 Indicator 2.1.3 25 26 27 28 Strand 2.2 Indicator 2.2.1 K11 29 S11 30 A9 31 Indicator 2.2.2 K12 32 S12 33 A10 34 Indicator 2.2.3 K13 K14 S13 A11 35 36 37 38 Strand 2.3 Indicator 2.3.1 K9 K10 S10 A8

K15 39 S14 40 S13 41 A11 42 Indicator 2.3.2 K16 43 S16 44 A13 45 Indicator 2.3.3 K17 46 K18 47 S17 48 A14 49 Indicator 2.3.4 K19 S18 A15 50 51 52 Strand 2.4 Indicator 2.4.1

K20 53 K21 54 S19 55 S20 56 A16 57 Indicator 2.4.2 K22 58 S21 59 A17 60 Indicator 2.4.3 K24 61 K25 62 S22 63 A18 64 Indicator 2.4.4 K26 S23 A19 65 66 67 Strand 2.5 Indicator 2.5.1

K27 68 S24 69 A20 70 Indicator 2.5.2 K28 71 S25 72 S26 73 A21 74 Indicator 2.5.3 K29 S27 A22 75 76 77

Domain 3 Strand 3.1 Indicator 3.1.1 K30 S28 78 79

A23 80 Indicator 3.1.2 K31 81 S29 82 A24 83 Indicator 3.1.3 84 85 86 87 A25 Indicator 3.1.4 K33 88 S32 89 A26 90 Indicator 3.1.5 K32 S30 S31

K34 91 S34 92 S35 93 A27 94 Indicator 3.1.6 K35 95 S36 96 A28 97 Indicator 3.1.7 K36 98 S37 99 A29 100 Indicator 3.1.8 K37 S38 S39 A30 101 102 103 104

Domain 4 Strand 4.1 Indicator 4.1.1

K38 105 S40 106 A31 107 Indicator 4.1.2

108 K39 S41 109 A32 110 Indicator 4.1.3

K40 111 S42 112 A33 113 Indicator 4.1.4 K41 114 S43 115 A34 116 Indicator 4.1.5

K42

117

S44 118 A35 119 Indicator 4.1.6 K43 120 S45 121 A36 122 Indicator 4.1.7

K43 123 ICT 124 A36 125 Indicator 4.1.8 K43 126 S45 127 A36 128 Indicator 4.1.9 K43 S45 A36 129 130 131 Strand 4.2 Indicator 4.2.1

K43 132 S45 133 A36 134 Indicator 4.2.2 K43 S45 A36 135 136 137 Strand 4.3 Indicator 4.3.1

K43 138 S45 139 A36 140 Indicator 4.3.2 K43 S45 A36 141 142 143 Strand 4.4

Indicator 4.4.1 K43 144

S45 145 A36 146 Indicator 4.4.2

ICT 147 ICT 148 ICT 149 S45 150 A36 151 Indicator 4.4.3 K43 152 S45 153 A36 154 Indicator 4.4.4

K43 S45

155 156

A36 157 Indicator 4.4.5 K43 158 S45 159 A36 160 Indicator 4.4.6 K43 S45 A36 161 162 163 164 Strand 4.5 Indicator 4.5.1 165 166 167 168 Strand 4.6 Indicator 4.6.1 169 170 171 172 Strand 4.7 Indicator 4.7.1 173 174 175 176 177 178 179 180 181 182 Domain 5 Strand 5.1 Indicator 5.1.1 K43 S45 A36 A36 183 184 185 186 187 Indicator 5.1.2 188 189 190 Indicator 5.1.3 K43 S45 A36 191 192 193 Strand 5.2

K43 S45 A36

K43 S45 A36

K43 A36

Indicator 5.2.1 K43 194 S45 195 A36 196 Indicator 5.2.2 K43 197

S45 198 A36 199 Indicator 5.2.3 K43 A36 200 201 202 Indicator 5.2.4

K43 S45 A36

203 204 205 206 A36 207 Indicator 5.2.5 K43 S45 A36 208 209 210 Strand 5.3

Indicator 5.3.1

K43 211 S45 212 A36 213 A36 214 Indicator 5.3.2 K43 S45 215 216 Strand 5.4

Indicator 5.4.1 K43 S45 A36 217 218 219

Indicator 5.4.2 K43 S45 A36 220 221 222

Domain 6 Strand 6.1 Indicator 6.1.1 K43 223 S45 224 A36 225 Indicator 6.1.2 K43 226 S45 227 A36 228 Indicator 6.1.3 K43 229 S45 230 A36 231 Indicator 6.1.4 K43 S45 A36 232 233 234

Indicator 6.1.5 K43 235 S45 236 A36 237 Indicator 6.1.6 K43 S45 A36 238 239 240

Domain 7 Strand 7.1 Indicator 7.1.1 K43 241 S45 242 A36 243 Indicator 7.1.2

K43 S45 A36

244 245 246

Indicator 7.1.3 K43 247 S45 248 A36 249 Indicator 7.1.4 K43 S45 A36 250 251 252 Strand 7.2 Indicator 7.2.1

K43 253 S45 254 A36 255 Indicator 7.2.2 K43 S45 A36 256 257 258 Strand 7.3 Indicator 7.3.1

K43 259 S45 260 A36 261 Indicator 7.3.2

K43 262 S45 263 A36 264 Indicator 7.3.3 K43 265 S45 266 A36 267 Indicator 7.3.4 K43 S45 A36 268 269 270

SOCIAL REGARD FOR LEARNING Teacher actions demonstrate value for learning Implements school policies and procedures At what level do I ... know school policies and procedures? understand school operations? implement policies and procedures ? communicate policies and procedures to students, parents and other concerned persons? abide by the school policies and procedures? Demonstrates punctuality At what level do I ... possess awareness on the implementation of "time on task" in all responsibilities? demonstrate punctuality in accomplishing expected tasks and functions? model the value of punctuality? Maintains appropriate appearance At what level do I ... know decorum i.e. dress code, behavior of teachers? practice decorum in all occasions? value decorum expected of teachers? Is careful about the effect of one's behavior on students At what level do I ... understand the theoretical concepts and principles of social learning? show appropriate behavior even during unguarded moments? apply knowledge on social learning in dealing with students? consider the influence my behavior has on students? Demonstrates that learning is of different kinds and from different sources Makes use of various learning experiences and resources At what level do I ... know a range of sources through which social learning may be experienced? use information from a variety of sources for learning (e.g. family, church, other sectors of the community)? appreciate that students learn through a range of different social experiences? LEARNING ENVIRONMENT Creates an environment that promotes fairness Maintains a learning environment of courtesy & respect for different learners (e.g.ability, culture, gender) At what level do I ... understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, family background and gender)? maintain a learning environment that promotes courtesy and respect for all learners? show courtesy and respect to everyone at all times? Provides gender-fair opportunities for learning At what level do I ... understand the objectives, principles and strategies for Gender and Development (GAD)? provide gender fair learning opportunities? uphold gender sensitivity in my dealings with learners and others? Recognizes that every learner has strengths At what level do I ... understand the psychological foundations of learner's growth and development knows about potentialities and uniqueness of individual learners? provide learning activities that allow all learners to reach their full potential? recognize leraner's individual potentials and strengths? Makes the classroom environment safe and conducive to learning Maintains a safe and orderly classroom free from distractions At what level do I ... know the principles of classroom management, room structuring and safety measures? maintain a safe, clean and orderly classroom free from distractions? show concern for a safe and conducive learning environment? Arranges challenging activities in a given physical environment At what level do I ... know various challenging activities that can be adapted in any given physical environment? conduct challenging learning activities despite physical environment constraints? show enthusiasm to conduct learning activities in any given situation? Uses individual and cooperative learning activities to improve capacities of learners for higher learning At what level do I ... understand the importance and dynamics of both individual and cooperative learning? know varied strategies for individual and cooperative learning? balance the use of individual and cooperative learning activities? see the value in creating individual and cooperative learning activities? Communicates higher learning expectations to each learner Encourages learners to ask questions

At what level do I ... know the art of questioning and different techniques of asking higher order questions? provide opportunities for learners to ask questions? ask questions that stimulate critical and creative thinking among learners? show an accepting response/gesture in dealing with questions of learners? Provides learners with a variety of learning experience At what level do I ... know various strategies that elevate students' level of learning? provide learners with variety of experiences that enhance learning? willingly provide learners with a variety of challenging learning activities? Provides varied enrichment activities to nurture the desire for further learning At what level do I ... understand how enrichment activities enhance the learners' desire to learn? know ways of motivating the learners to learn further and more effectively? facilitate varied enrichment activities that are interesting for further learning? show diligence in making enrichment materials? Communicates and maintains high standards of learning performance At what level do I ... know the implications of achieving high standards of learning performance for total human development? help learners maintain high standards of learning? inspire learners to set high performance targets for themselves? Establishes and maintains consistent standards of learners' behavior Handles behavior problems quickly and with due respect to children's rights At what level do I ... understand the rights and responsibilities of the child as embodied in different laws, e.g. RA 7610, PD 603? know behavior management techniques for learners with behavioral problems? identify learners with behavioral problems? employ appropriate procedures and actions consistently when dealing with learners with behavioral problems? show a compassion and caring attitude in managing behavior problems? Gives timely feedback to reinforce appropriate learners' behavior At what level do I ... know the concept, importance and techniques of social reinforcement? provide timely and appropriate reinforcement on learners' behavior? believe that positive reinforcement leads to improved learner behavior? Guides individual learners requiring development of appropriate social and learning behavior At what level do I ... understand the learners' social development stages? know different strategies that enhance learners' social development? use varied teaching-learning strategies that make use of social interaction? show patience in managing different social and learning activities? Communicates and enforces school policies and procedures for appropriate learner behavior At what level do I ... know DepED/school policies and procedures on student discipline? communicate and enforce policies and procedures related to students behavior? commit to enforcing school policies and procedures? Creates a healthy psychological climate for learning Encourages free expression of ideas from students At what level do I ... know the concepts and principles of democratic expression of ideas? provide activities that will encourage respect and free expresssion of ideas? encourage learners to express their ideas freely and responsibly? Creates stress-free environment At what level do I ... know the the elements and importance of establishing a stress-free learning environment? manage conflicts and other stress-related situations? initiate and create programs (e.g. child-friendly school system) and activities that promote stress-free environment? get involved in advocacy activities that create a stress-free environment? Takes measures to minimize anxiety and fear of the teacher and/or subject At what level do I ... know about child-friendly teaching strategies? encourage learners to develop a positive attitude towards their subject and teacher? let my students feel they are accepted? DIVERSITY OF LEARNERS Determines, understands and accepts the learners' diverse background knowledge and experience Obtains information on the learning styles, multiple intelligences and needs of learners At what level do I ... understand the theories and concepts of multiple intelligences and learning styles? identify learning styles and multiple intelligences of learners?

show diligence in obtaining information on different learning needs? Designs or selects learning experiences suited to different kinds of learners At what level do I ... know techniques and strategies in designing/selecting activities for varied types of learners? utilize varied activities for various types of learners? show respect and concern for individual differences of students? Establishes goals that define appropriate expectations for all learners At what level do I ... understand the requirements in setting goals for differentiated learning? utilize differentiated activities to meet expected learning goals of learners? assist learners in setting learning goals for themselves? appreciate the need to consider the differences in experiences and capabilities of learners? Paces lessons appropriate to needs and difficulties of learners At what level do I ... know teaching principles and strategies for addressing learners' needs and difficulties? pace lessons according to learners' needs and difficulties? show flexibility in pacing lessons to support the needs of the learners? Initiates other learning approaches for learners whose needs have not been met by usual approaches At what level do I ... have the knowledge on teaching principles and strategies for students-at-risk ? keep track of students at risk? provide appropriate intervention programs for learners-at-risk? appreciate the need to help students-at-risk? Recognizes multi-cultural background of learners when providing learning opportunities At what level do I ... know the cultural background of my students and its implications to my teaching? provide appropriate learning activities to students with different cultural background? show appreciation for cultural diversities? Adopts strategies to address needs of differently-abled students? At what level do I ... know the educational psychology of learners with special needs? use appropriate strategies for learners with special needs? show sensitivity to learners with special needs? Makes appropriate adjustments for learners of different socio-economic backgrounds At what level do I ... understand the effects of socio-economic status on learning performance? determine the different socio-economic background of trainers? use techniques to motivate learners of the lower socio-economic status? show fairness to all learners regardless of their economic status? CURRICULUM Demonstrates mastery of the subject Delivers accurate and updated content knowledge using appropriate methodologies, approaches and strategies At what level do I ... have an updated content knowledge and teaching strategy in my subject area? apply the updated content and appropriate strategies in my teaching? commit to deliver accurate and updated content knowledge? Integrates language, literacy and quantitative skill development and values in his/her subject area At what level do I ... have knowledge about multi-disciplinary integrative modes and techniques of teaching? 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? Explains learning goals, instructional procedures and content clearly and accurately to students At what level do I ... possess in-depth understanding of the subject area's learning goals, instructional procedures and content based on curriculum? explains learning goals, concepts and processes clearly and accurately to learners? give sufficient time to explain the lessons for clear understanding of the learners? Links the current content with past and duture lessons At what level do I ... understand interrelation of topics/content within the subject area taught? 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? Aligns with lesson objectives the teaching methods, learning activities and instructional materials or resources appropriate to learners At what level do I ... have the knowledge in designing lessons with congruent objectives, teaching methods, learning activities and materials?

teach lessons that have congruency of objectives, procedure, materials and evaluation? appreciate the value of aligning objectives with all the parts of a lesson? Creates situations that encourage learners to use high order thinking skills At what level do I ... understand the concept of critical thinking and the facets of understanding? engage learners in activities that develop higher order thinking skills? patiently motivate learners to develop higher order thinking skills? Engages and sustains learners' interests in the subject by making content meaningful and relevant to them At what level do I ... know strategies and materials that promote authentic learning? apply various appropriate strategies and/or technology to motivate & sustain learning? believe in relating classroom learning to real world expereinces? Integrates relevant scholarly works and ideas to enrich the lessons as needed At what level do I ... update myself with relevant scholarly works and ideas related to my subject area? integrate scholarly works and ideas to enrich the lesson for the learners? show enthusiasm and openness to new learning? Integrates content of subject areas with other disciplines 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? Communicates clear learning goals for the lessons that are appropriate for learners Sets appropriate learning goals At what level do I ... know the learning goals vis--vis specific subject content of the level I am teaching? set doable and appropriate daily learning goals for the learners? reflectively choose appropriate learning goals? Understand the learning goals At what level do I ... understand the connection of the short-term goals to the long-term goals of learning? practice relating short-term goals to long term goals for learning? value the learning goals set in the curriculum? Make good use of allotted instructional time Establishes routines and procedures to maximize instructional time At what level do I ... understand the principles and procedure of maximizing instructional time? apply techniques of "time on task" in planning and delivering lessons? observe discipline on time management? Plans lessons to fit within available instructional time At what level do I ... know the principles and techniques of lesson planning considering the allotted instructional time ? design parts of the lesson within available instructional time? show efficiency in the use of time to effectively attain learning goals? Selects teaching methods, learning activities and the instructional materials or resources appropriate to the learners and aligned to objectives of the lesson Translates learning competencies to instructional objectives At what level do I ... know the learning competencies in my learning areas in order to formulate appropriate instructional objectives? translate learning competencies into instructional objectives? show a reflective attitude in translating learning competencies to instructional objectives? Selects, prepares, and utilizes technology and other instructional materials appropriate to the learners & learning objectives At what level do I ... know various technology and instructional materials appropriate for my learning area? select and utilize updated and appropriate technology/instructional materials? use appropriate technology resources to achieve curriculum standards and objectives? prepare adequate and appropriate instructional materials for the learners and the learning objectives? manifest resourcefulness in preparing instructional materials? Provides activities and uses materials which fit the learners' learning styles, goals and culture At what level do I ... know the principles of instructional material preparation for different types of learners? use relevant activities and materials suited to the learning styles, goals and culture of the learners? believe in the need to provide activities and use materials appropriate to the learners? Uses a variety of teaching approaches and techniques appropriate to the subject matter and the learners At what level do I ... understand the theories, approaches and strategies in teaching the subject area? use variety of teaching strategies and techniques appropriate to the learners and subject matter?

show enthusiasm in using innovative and appropriate teaching techniques? Utilizes information derived from assessment to improve teaching and learning At what level do I ... understand the proper utilization of assessment results to improve teaching and learning? use assessment results in setting learning objectives and learning activities ? appreciate the value of assessment in improving teaching and learning? Provides activities and uses materials which involves students in meaningful learning At what level do I ... know various educational theories (e.g. constructivism) and their implications to meaningful leaning? apply relevant teaching approaches to achieve meaningful learning? use improvised and indigenous materials for meaningful learning? appreciate teaching approaches to meaningful learning (e.g., constructivism)? Recognizes general learning processes as well as unique processes of individual learners Designs and utilizes teachning methods that take into account the learning process At what level do I ... know different teaching approaches and strategies suitable to various learners? have knowledge on general and specific learning processes? apply teaching-learning methodologies that respond to general and specific learning processes? recognize the need to design teaching methods apropriate to the learning process? Promotes purposive study Cultivates good study habits through appropriate activities and projects At what level do I ... know the techniques in forming good study habits? determine the current study habits of my students? provide appropriate learning tasks and projects that support development of good study habits? take extra time to help students form good study habits? Demonstrates skills in the use of ICT in teaching and learning Utilizes ICT to enhance teaching and learning At what level do I ... know the nature and operations of ICT systems as they apply to teaching and learning? understand how ICT-based instructional materials/learning resources support teaching and learning? understand the process in planning and managing ICT-assisted instruction? design, develop new or modify existing digital/and or non-digital learning resources? use of ICT resources for planning and designing teaching-learning activities? use ICT tools to process assessment and evaluation data and report results? demonstrate proficiency in the use of computers to support teaching and learning? use ICT tools and resources to improve efficiency and professional practice? value and practice social responsibility, ethical and legal use of ICT tools and resources? show positive attitude towards the use of ICT in keeping records of the learners? PLANNING, ASSESSING AND REPORTING Develops and utilizes creative and appropriate instructional plan Shows proof of instructional planning At what level do I ... know the elements and process of developing an instructional plan (e.g. daily, weekly, quarterly, yearly)? arrrange sequentially the learning units with reasonable time allotment? identify appropriate learning objectives, strategies, and accompanying materials in the plan? identify appropriate and varied assessment procedures? show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for instructional planning? Implements instructional plan At what level do I ... know the factors for successful implementation of the instructional plan? adjust the instructional plan to ensure attainment of objectives? appreciate the value of instructional planning? Demonstrates ability to cope with varied teaching millieu At what level do I ... know the different teaching-learning situations that could affect the implementation of the instructional plan? cope with varied teaching milieu/setting? manifest openness to make necessary adjustements to improve the instructional plan? Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning Prepares formative and summative tests in line with the curriculum At what level do I ... know the principles and purposes of instructional assessment including formative and summative testing? construct valid and reliable formative and summative tests? appreciate the value of testing as a tool to improve instruction and learning performance? Employs non-traditional assessment techniques (portfolio,journals, rubric, etc.) At what level do I ... know the concepts, principles and strategies of non-traditional assessment?

use appropriate non-traditional assessment techniques? value the use of non-traditional assessment? Interprets and uses assessment results to improve teaching and learning At what level do I ... know concepts, principles on interpretation and utilization of assessment results? interpret and use test results to improve teaching and learning? manifest fairness in the interpretation of test results? Identifies teaching-learning difficulties and possible causes and takes appropriate action to address them At what level do I ... know the concept and principles of diagnostic testing? know the types of remedial lessons for slow learners? identify teaching-learning difficulties and possible causes? manage remediation programs? manifest willingness and patience in conducting remediation programs? Uses tools for addressing authentic learning At what level do I ... know the concepts and principles of authentic learning assessment? utilize appropriate tools for assessing authentic learning? enthusiastically develop and use tools for assessing authentic learning? Monitors regularly and provides feedback on learners' understanding of content Provides timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growth At what level do I ... know the principles of giving and receiving feedback on learners' progress? use strategies for giving feedback/reporting progress of individual learner? motivate learners' to reflect and monitor their learning growth? consistently provide timely and accurate feedback? Keeps accurate records of grades/performance levels of learners At what level do I ... know the current guidelines about the grading system? maintain accurate and updated learners' records? Communicates promptly and clearly to learners, parents and superiors about progress of learners Conducts regular meetings with learners and parents to respect learners' progress At what level do I ... 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? manifest accountability and responsibility in communicating the learners' progress to intended stakeholders? Involves parents to participate in school activities that promote learning At what level do I ... understand the role and responsibilities of parents in supporting school programs to enhance children's learning progress? involve parents to participate in school activities that promote their children's learning progress? establish rapport and a cooperative working relationship with parents? COMMUNITY LINKAGES Establishes learning environment that respond to the aspiration of the community Involves community in sharing accountability for learners' achievement At what level do I ... know the programs, projects, and thrusts of DepEd on school-community partnership? involve the community in the programs, projects and thrusts of the school? promote shared accountability for the learners' achievement? Uses community resources (human, material) to support learning At what level do I ... know the various community resources available to enhance learning? use available community resources (human, material) to support learning? recognize community resources to support learning? Uses community as a laboratory for learning At what level do I ... know strategies for experiential learning outside the classroom? make use of the community as a laboratory for learning? appreciate the world as a learning environment? Participates in community activities that promote learning At what level do I ... know the teacher's social responsibility? link with sectors for involvement in community work? show enthusiasm in joining community activities?

Uses community networks to publicize school events and achievements At what level do I ... know the dynamics of community networking and information dissemination? communicate the school events/achievements through community networks? share information on school events/achievements to the community? Encourages students to apply classroom learning to the community At what level do I ... know the social realities outside the classroom to make learning relevant? provide learning activities ensuring their application to the community? show sensitivity to the needs of the community? PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT Takes pride in the nobility of teachers as a profession Maintains stature and behavior that upholds the dignity of teaching At what level do I ... 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? manifest the values that uphold the dignity of teaching? 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 ... know the requirements/expectations for personal and professional development of teachers? prepare and implement an individual personal and professional development plan (IPDP)? manifest zeal in undertaking educational research ? Manifests personal qualities like enthusiasm, flexibility and caring attitude At what level do I ... know the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance them? engage in self-assessment to enhance my personal qualities? exhibit personal qualities such as enthusiasm, flexibility and caring attitude? Articulates and demonstrates one's personal philosophy of teaching At what level do I ... 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? Builds professional links with colleagues to enrich teaching practice Keeps abreast with recent developments in education At what level do I ... update myself with recent developments in education? apply updated knowledge to enrich teaching practice? manifest openness to recent developments in education? Links with other institutions and organizations for sharing best practices At what level do I ... 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? get involved in professional organizations and other agencies that can improve my teaching practice? Reflects on the extent of the attainment of professional development goals Reflects on the quality of his/her own teaching At what level do I ... know the techniques and benefits derived from theory-guided introspection? make a self assessment of my teaching competencies? desire to improve the quality of my teaching? Improves teaching performance based on feedback from the mentor, students, peers, superiors and others At what level do I ... know the purposes and approaches in establishing an effective feedback system? actively seek feedback from a range of people to improve my teaching performance? manifest positive attitude towards comments/recommendations? Accepts personal accountability to learners' achievement and performance At what level do I ... know my accountability and responsibilities toward students' learning performance? examine myself vis-a-vis my accountability for the learners and to the teaching profession? accept my personal accountability to the learners? Uses self-evaluation to recognize and enhance one's strength and correct one's weaknesses At what level do I ... know the concept and strategies for self-evaluation? identify my strengths and weaknesses as a person and as a teacher? manifest determination to become a better person and teacher?

Automatic scoring is enabled only after all items have been accomplished END OF SELF ASSESSMENT Click Summary Worksheet to view results

H b

Total KSAs

Teacher:

SUMMARY OF RESULTS (NCBTS-TSNA) Leonarda Mangaliman

Domain Strand No. Of KSAs HPS Raw Score Mean Score % Score D1 S1.1 15 60 47 3.13 78.33% S1.2 3 12 10 3.33 83.33% Total D1 18 72 57 3.17 79.17% S2.1 10 40 36 3.60 90.00% S2.2 10 40 33 3.30 82.50% D2 S2.3 14 56 50 3.57 89.29% D3 S3.1 27 108 88 3.26 81.48% D4 S4.4 21 84 74 3.52 88.10% ICT S4.7 10 40 32 3.20 80.00%

S2.4 15 60 49 3.27 81.67%

S2.5 10 40 32 3.20 80.00%

Total D2 59 236 200 3.39 84.75%

Total D3 27 108 88 3.26 81.48%

S4.1 27 108 81 3.00 75.00%

S4.2 6 24 18 3.00 75.00%

S4.3 6 24 17 2.83 70.83%

S4.5 4 16 13 3.25 81.25%

S4.6 4 16 13 3.25 81.25%

Total D4 78 312 216 2.77 69.23%

Summary of TSNA Result

By Mean Scale Score
4.00
3.13 3.33
3.17 3.60 3.30

3.57 3.27 3.20

3.39

3.52
3.26 3.26

3.25 3.00 3.00

2.83

3.25

3.20 2.77

3.36

3.35

3.33 3.00

3.30

3.33

3.33 3.00

3.33 3.00 3.07

3.00

Mean Score

2.00

1.00

0.00 S1.1 S1.2 Total D1 S2.1 S2.2 S2.3 S2.4 S2.5 Total D2 S3.1 Total D3 S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total D4 S5.1 S5.2 S5.3 S5.4 Total D5 S6.1 Total D6 S7.1 S7.2 S7.3 Total D7

Strands & Domain

Summary of TSNA Result

By % Score
100% 90% 80% 70%
60%

% Score 50%
40% 30% 20% 10%
0%

S1.1 S1.2 Total S2.1 S2.2 S2.3 S2.4 S2.5 Total S3.1 Total S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total S5.1 S5.2 S5.3 S5.4 Total S6.1 Total S7.1 S7.2 S7.3 Total D1 D2 D3 D4 D5 D6 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 79.17% 78.33% 83.33% 84.75% 90.00% 82.50% 89.29% 81.67% 80.00% 81.48% 81.48% 69.23% 75.00% 75.00% 70.83% 88.10% 81.25% 81.25% 80.00% 82.50% 84.09% 83.82% 75.00% 83.33% 83.33% 83.33% 76.67% 75.00% 83.33% 75.00% Mean Score 3.17 3.13 3.33 3.39 3.60 3.30 3.57 3.27 3.20 3.26 3.26 2.77 3.00 3.00 2.83 3.52 3.25 3.25 3.20 3.30 3.36 3.35 3.00 3.33 3.33 3.33 3.07 3.00 3.33 3.00 Competency Level Experienced Experienced Experienced Experienced Expert Experienced Expert Experienced Experienced Experienced Experienced Experienced Experienced Experienced Experienced Expert Experienced Experienced Experienced Experienced Experienced Experienced Experienced Experienced Experienced Experienced Experienced Experienced Experienced Experienced

S5.1 11 44 37 3.36 84.09%

S5.2 17 68 57 3.35 83.82%

D5 S5.3 6 24 18 3.00 75.00%

S5.4 6 24 20 3.33 83.33%

Total D5 40 160 132 3.30 82.50%

D6 S6.1 18 72 60 3.33 83.33%

Total D6 18 72 60 3.33 83.33%

S7.1 12 48 36 3.00 75.00%

D7 S7.2 6 24 20 3.33 83.33%

S7.3 12 48 36 3.00 75.00%

Total D7 30 120 92 3.07 76.67%

Gender Male Female

Civil Status Single Married Widow/er Separated

Region Division
VI VII VIII Bohol Tagbilaran NegOcc 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
Social Regard for Learning Learning Environment Diversity of Learners Curriculum Planning, Asessing & Reporting Community Linkages Personal Growth & Professional Devt

Strands
D1 D2 D3 D4 D5 D6 D7 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