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 eform !genda "BES !#. $ne key element in the reform agenda is the establishment of the %ational &ompetency'Based Teacher Standards "%&BTS#. This is a frame(ork 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 )n response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the %&BTS'Teachers* Strengths and %eeds !ssessment "TS%!# (as developed and validated through the !us!)D'funded +ro,ect ST )-E "Strengthening the Basic Education in the -isayas#, )mplementing Task .orce#, and in coordination (ith the ED+)T!. "Educational Development egions -), -)) and -))), Divisions of %egros $ccidental, Bohol and %orthern Samar, and further

validated by the TED+'T/0 "Teacher Education Development +rogram'Technical /orking 0roup at the national level. This tool is part of the %&BTS'TS%! +ackage that includes an %&BTS 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 %&BTS'TS%!.

THE TSNA SYSTEM FRAMEWORK

The Teachers1 Strengths 2 %eeds !ssessment "TS%!#, is seen to be essential in the provision of quality professional development programs that are aligned to the needs of the programs1 clientele. The TS%! determines the differences bet(een the actual situation "(hat is# and the desired condition "(hat should be# in terms of teacher1s competencies (ithin the department. )n this %&BTS'TS%! the actual situation is described the current competencies as perceived by the teacher. The profile of the teacher1s current competencies is compared to the %&BTS standards for effective teaching. This TS%!, therefore, identifies the competency strengths as (ell as the gap bet(een the expected and the current teacher1s competencies in terms of 3no(ledge, Skills, and !ttitudes "3S!s# that actually define the domains, strands and performance indicators of the %&BTS. The TS%! involves three essential stages of training needs analysis4 +hase ) "5ob !nalysis for Effective Teaching# is actually done by analy6ing nationally set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED &entral $ffice and egional $ffices are tasked to do this phase of the TS%! process. +hase )) "Teacher Trainee !nalysis# is the instrumentation to determine the current teacher competency levels in 3S! terms (hich is done by the individual teacher at the school level. +hase ))) "Strength'%eed analysis# is the analysis of the strengths and discrepancies bet(een the standards set and the current teachers1 data on their competencies (hich is carried out at the school, cluster, District or Division level for their respective purposes related to teacher training7development.

!n important aspect of the TS%! process is the utili6ation of its results that (ill serve as inputs in the preparation of )ndividual +lan for +rofessional Development +lan ")++D# and in designing programs and activities for teachers at the school, division and regional levels. The consolidated TS%!s at the school, division and regional level inform the school improvement plan "S)+#, Division Development +lan "DED+# and the egional Development +lan " ED+#, (ith respect to the plans for professional development at the school, division and the regional levels.

COMPETENCY ASSESSMENT

PHASE I Jo Ana!"#$# PHASE II T%ac&%r Tra$n%% Competency Analysis

GAP
KSA Required and Competency Standards

Instrumentation ata Gat!erin"

Current KSA and Competency

PHASE III

STRENGTH-NEED ANALYSIS

Competency Stren"t!s # $earnin" Needs Consolidated TSNA Result SIP Master Plans &or E P Pro&essional e'elopment

Teac!er%s IP P SIP SIP E P E P

/hen established, the TS%! system ensures that <teachers routinely use &BTS 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 &BTS in identifying teacher performance factors that affect school'(ide learning outcomes= "BES ! +)+, :>>? -ersion "+)+ -.8, p. :8#.

Purpose of the NCBTS-TSNA

)n order to reali6e the commitment to provide quality basic education through the 3ey esult Thrust "3 T:# of BES ! emphasi6ing the +rofessional Development of Teachers, the TS%! is conducted to gather data on the needs of teachers for their continuing training and development. Specifically, the TS%! intends to4 8. Determine the competency gaps or learning needs in terms of 3S!s of individual teachers vis'@'vis the standards set by the %&BTS in each of the seven domains and :; strands4 8.8. Social egard for 9earning 8.:. 9earning Environment 8.;. Diversity of 9earners

8.A. &urriculum 8.B. +lanning, !ssessing and eporting 8.?. &ommunity 9inkages 8.C. +ersonal 0ro(th and +rofessional Development :. &onsolidate the TS%! results at the school, cluster, and division levels.

Expected Outputs Based on the purpose stated above, the TS%! is expected to yield the follo(ing specific outputs4 A. At the !d " du#$ $e"e$% !n )ndividual Teacher Scoring Template that contains TS%! results indicating the strengths and training needs in each of the seven domains and :; strands. B.At the schoo$ $e"e$% &onsolidated TS%! results that reflect the general strengths and learning needs of the teachers in the school C.At the c$uster0 0d " s o! $e"e$% &onsolidated TS%! results of participating school teachers in a given cluster7division

The NCBTS #!d the &SAs De"e$oped for the TSNA

The TS%! tool is anchored on the %&BTS .rame(ork set by the Department of Education. This contains seven integrated domains for effective teaching (hich are4 Domain 8ISocial egard for 9earningJ Domain :I9earning EnvironmentJ Domain ;IDiversity of 9earnersJ Domain AI&urriculumJ Domain BI +lanning, !ssessing and eportingJ Domain ?I&ommunity 9inkagesJ and Domain CI +ersonal 0ro(th and +rofessional Development. Each domain has its corresponding strands and each strand has performance indicators. ! total of seven domains, :; strands and E> performance indicators make up the %&BTS competency standards set by the DepED. The domains, strands and performance indicators (ere translated to specific 3no(ledge, Skills, and !ttitudes "3S!s# to compose the TS%! Tool (ith :C> 3S!s in the various clusters as in the specifications belo(4 3S! Specifications of the C D$D!)%S, :; ST !%DS "S#, and E> +E .$ D!%&E )%D)&!T$ S "+#4 Domain 84 Social egard for 9earning................................. Domain :4 9earning Environment........................................ Domain ;4 Diversity of 9earnersHHHHHHHHHHHHHH.. Domain A4 &urriculumHHHHHHHHHHHHHHHHHHH Domain B4 +lanning, !ssessing and eporting HHHHHHHH Domain ?4 &ommunity 9inkages Domain C4 +ersonal and +rofessional 0ro(th Tot#$ '''''''''''''''.. Schoo$-B#sed ./p$e/e!t#t o! of the TSNA A. Or e!t#t o! of Schoo$ He#ds o! the NCBTS #!d the TSNA SF: SFB SF8 SFC SFA SF8 SF; S()* +F B +F8C +FE +F:: +F8: +F? +F8> P(+, 3S!F 8E 3S!FBG 3S!F:C 3S!FCE 3S!FA> 3S!F8E 3S!F;> &SA()-,

The principle of school'based management empo(ers the School Keads to provide instructional leadership and therefore they must be a(are of the frame(ork of the %&BTS that defines the concept of effective teaching. $ne of the (ays by (hich School Keads can support the professional development of the teachers is (hen they have the first'hand information about the training needs of teachers. The %&BTS'TS%! tool intends to identify specific training needs of teachers, thus the School Keads and Schools Supervisors need to be kno(ledgeable of the features of the tool and its proper administration and results utili6ation. The orientation should therefore, involve clusters of School Keads (ith their respective %&BTS School &oordinators from 9eader Schools and District Supervisors (ithin each Division. The designation of the %&BTS school coordinator is upon the discretion of the School Kead taking into consideration the criteria outlined in the $rientation 0uide contained in the %&BTS' TS%! +ackage. The %&BTS'TS%! package has been designed for kno(ledge building and advocacy on the %&BTS and for the transfer of the technology to conduct TS%! at the school level. The package provides the participants (ith4 "a# a deeper understanding of the %&BTS frame(ork, the meaning of the domains, strands, and performance indicators, and the identification of the 3S!sJ "b# familiarity (ith the content of the TS%! tool and its proper administration to assist schools in the conduct of TS%!. B. Schoo$s-C$uster TSNA ./p$e/e!t#t o! Schools (ithin the Division are expected to form clusters. Each cluster should designate a 9eader School. 9eader School Keads and their respective %&BTS &oordinators become the <)mplementers= of the TS%! across the schools (ithin their clusters. School Keads from (ithin each cluster are convened to go through parallel kno(ledge building and to conduct the TS%! for their o(n teachers. The District Supervisors (ill take the role of guiding and monitoring the TS%! system and procedures (ithin the cluster or district.

GETTING STARTED WITH THE N'BTS-TSNA SELF-ASSESSMENT TOOL

The TS%! Tool is a self'assessment exercise that is introduced by the School Kead7%&BTS &oordinator 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 "&D# (ith an auto'scoring system. Each teacher may be given an individual &D or may respond to the TS%! tool from a file installed on a common computer. )t takes an average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains (ith corresponding strands and performance indicators are electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the instrument. Se$f-Ad/ ! str#t o! of the TSNA Too$ !. The TS%! esponses The instrument contains clusters of 3S!s specific to a particular performance indicator (ith a common stem4 <!t (hat level do )H= &onsidering that the %&BTS'TS%! tool is intended for self'assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. Kigh "K#, Satisfactory "S#, .air ".#, and 9o( "9#. The reference codes presented belo( guide the respondent in registering her7his self'assessment for each 3S!4

Code K "Kigh# S "Satisfactory# . ".air# 9 " 9o(#

.!terpret#t o! Dy level of competence in the 3S! is high. This is my strength, although not a priority training 2 development need. Dy level of competence in the 3S! is satisfactory but ) (ould benefit from further training 2 development Dy level of competence in the 3S! is fair and ) need further training 2 development as a priority. Dy level of competence in the 3S! is lo(. ) urgently need training and development

B. The E$ectro! c Se$f-Assess/e!t Too$

This Electronic Self'!ssessment Template consists of three (orksheets labelled as4 1Te#cher Prof $e1 ' pink'colored tab and a data'entry form for teacher respondent*s personal and professional data L MSelf'!ssessmentM ' green'colored tab is the TS%! instrument L MSummaryM ' yello('colored tab displays the result of assessment after all TS%! items have been accomplished

8. .ill in the Teacher +rofile. Data provided here shall feed into the Kuman esource )nformation System of DepEd :. !fter completing the Teacher +rofile, proceed to the Self'!ssessment /orksheet by clicking on the MSelf !ssessmentM tab ;. )n the Self !ssessment (orksheet, click on the appropriate checkbox that corresponds to your ans(er for each 3S! ;.8 !s a checkbox is ticked, the ro( color turns blue indicating that the response7ans(er is accepted ;.: /hen more than one ans(er is provided for one 3S!, the ro( color turns red indicating an erroneous ans(er $nly one ans(er must be provided for each 3S!, hence only one checkbox ticked.

A. Npon successfully completing all items, message M&lick Summary /orksheet to vie( resultsM is displayed. &lick Summary /orksheet to vie( interpretation of assessment results.

Note : !utomatic scoring is not enabled (hen any one of the items in the (orksheet has not been ans(ered and7or t(o
ans(ers (ere provided for one 3S!. )n this case, the message ME attention to red and grey colored ro(s. .!terpret !2 #!d Co!so$ d#t o! of the TSNA Prof $es $ M is displayed. evie( ans(ers giving special

TS%! results may be interpreted using the scale scores or the percentage scores. Npon completion of the %&BTS'TS%! Tool, an obtained score (hether an average of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart belo(. ! 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.

R#!2e Scale scores ;.B8'A.>> :'B8';.B> 8.B8':.B> 8.>>'8.B> % Scores EC.B8O ' 8>>O ?:.B8O ' EC.B>O ;C.B8O ' ?:.B>O :B.>>O ' ;C.B>O

3e"e$ of Te#ch !2 Co/pete!ce Expert. -ery competent and can support other teacher*s improvement Exper e!ced. &ompetent in the 3S! but (ould benefit from further training and development De"e$op !2. .airly competent in 3S! and need further training and development Be2 !! !2. 9acking competence in 3S! and require urgent training and development

The electronic version also provides profiles on the categories for 3no(ledge, Skills and !ttitude. 9earning needs and strengths along these dimensions may also be inferred from the TS%! results. &onsolidation of TS%! results is done electronically to report on TS%! of a given school, cluster or Division. 4t $ 5#t o! of TSNA Resu$ts for the De"e$op/e!t of .PPDs The TS%! )ndividual +rofile is used for the development of the teacher1s )++D. The identified learning needs therein are appraised by the teacher (hile taking into consideration the priorities set by the school for its future development. )t is important that the teachers develop themselves in order to contribute to(ards addressing the most urgent needs and the priorities identified by the school. The )++D is therefore prepared by the teachers to identify their training needs in line (ith their o(n priorities and those of the school. ! separate document has been developed detailing the concepts and procedures related to the preparation of )++Ds.

Te#cher Prof $e
I. PERSONAL DATA 1. Family Name (Last name) First Name Middle Name

Valin
2. $. Gender (ate o) *irt+

Pamn Faye Hazel

Female
3. Civil Stat s -.

Mendoza
3. "m#loyee No.

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III. WORK EXPERIENCE (IMPORTANT: Please p ! CURRENT p"s#!#"$ %IRST& Position 8ear.+er 7 S 3;e.ts 8a !+t General "d .ation GradeBCr 2 S.+ool Paete "lementary S.+ool mm m dd % 11 yy 11 mm dd #resent

(Please use additional sheet if necessary)

I'. TRAININ*S ATTENDED)CONDUCTED (Last 3 years)

8itle 2o nd 8a3le Con)eren.e o) 8roo# Leaders o) Girl S.o t o) t+e P+ili##ines (GSP) Arientation Seminar on 2e.eivin! 8ea.+ers o) C+ildren >it+ Vis al 7m#airment (ivision Mass 8rainin! on t+e 7m#lementation o) G to 12 *asi. "d .ation Pro!ram )or Grade 2 8ea.+ers in P 3li. "lementary S.+ool "n+an.ed Contin o s Co rse )or 8ea.+ers )or P 3li. "lementary and Se.ondary S.+ool 8ea.+ers (istri.t 2oll6o t on :ssessment and 2atin! o) Learnin! A t.omes and 8est Constr .tion on t+e G to 12 *"C )or Grades 7 and 77 8ea.+ers 8ea.+er 7nd .tion Pro!ram (87P) National Greenin! Pro!ram Girl s.o t o) t+e P+ili##ines0 *asi. 8rainin! Co rse

S 3;e.ts :rea GSP C+ild (evelo#ment :ll S 3;e.ts :rea

No. o) Ho rs , ,

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'I. OT(ER +UALI%ICATIONS

None

32. 7 .erti)y t+at t+e statements made 3y me in ans>er to t+e )ore!oin! D estions are tr e0 .om#lete and .orre.t to t+e 3est o) my /no>led!e and 3elie). (ate< Si!nat re<

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:(* H267NS"8 Form No. Form 3,1B12 No. 211,6111 v2.1

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Name: '()* +(,- .(/-0 )% 1(02* School: '(-3- -67 istrict: '(-3School .ear: 2&1342&14 NCBTS-TSNA Self Assessment Tool Code for Competency Level: H - High F - Fair

-osition Title: 342 ivision: 0(89*( First Semester==6== S - Satisfactory L - Low

Appoinment Stat(s: '-5)(*-*3 $egion: 214( :(0(;(5/<* 7econd 7emester>======

omain ! S"C#AL $%&A$ F"$ L%A$N#N&

Strand !'! Teacher actions demonstrate val(e for learning Indicator 1.1.1 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? Indicator 1.1.2 Demonstrates punctuality At what level do I ... possess awareness on the implementation of "time on task" in all responsibilities? demonstrate punctuality in accomplishin e!pected tasks and functions? model the #alue of punctuality? Indicator 1.1.3 Maintains appropriate appearance At what level do I ... know decorum i%e% dress code, beha#ior of teachers? practice decorum in all occasions? #alue decorum e!pected of teachers? Indicator 1.1.4 Is careful about the effect of one's behavior on students At what level do I ... understand the theoretical concepts and principles of social learnin ? show appropriate beha#ior e#en durin un uarded moments? apply knowled e on social learnin in dealin with students? consider the influence my beha#ior has on students? Strand !') emonstrates that learning is of different *inds and from different so(rces Indicator 1.2.1 Ma es use of various learnin! e"periences and resources At what level do I ...

1 2 3 4 5

6 7 "

$ 1& 11

12 13 14 15

16 know a ran e of sources throu h which social learnin may be e!perienced? 17 use information from a #ariety of sources for learnin ?e% % family, church, other sectors of the

community@?
1"

appreciate that students learn throu h a ran e of different social e!periences?

L%A$N#N& %N+#$"N,%NT
Strand )'! Creates an environment that promotes fairness

Indicator 2.1.1 Maintains a learnin! environment of courtesy # respect for different learners $e.!.ability% culture% !ender& At what level do I ... 1$ understand the dynamics of teachin learners from di#erse back rounds ?e% % ability, culture, family back round and ender@?
2&

maintain a learnin en#ironment that promotes courtesy and respect for all learners? 21 show courtesy and respect to e#eryone at all times?

Indicator 2.1.2 'rovides !ender(fair opportunities for learnin! At what level do I ...
22

understand the obAecti#es, principles and strate ies for 8ender and Be#elopment ?8(B@? 23 pro#ide ender fair learnin opportunities? 24 uphold ender sensiti#ity in my dealin s with learners and others? Indicator 2.1.3 )eco!ni*es that every learner has stren!ths At what level do I ...
25 understand the psycholo ical foundations of learnerCs rowth and de#elopment? 26 knows about potentialities and uniDueness of indi#idual learners? 27 pro#ide learnin acti#ities that allow all learners to reach their full potential? 2" reco niEe learnerCs indi#idual potentials and stren ths?

Strand )') ,a*es the classroom environment safe and cond(cive to learning Indicator 2.2.1 Maintains a safe and orderly classroom free from distractions At what level do I ...
2$ know the principles of classroom mana ement, room structurin and safety measures? 3& maintain a safe, clean and orderly classroom free from distractions? 31 show concern for a safe and conduci#e learnin en#ironment?

Indicator 2.2.2 Arran!es challen!in! activities in a !iven physical environment At what level do I ...
32

know #arious challen in acti#ities that can be adapted in any i#en physical en#ironment?
33 conduct challen in learnin acti#ities despite physical en#ironment constraints? 34 show enthusiasm to conduct learnin acti#ities in any i#en situation?

Indicator 2.2.3 -ses individual and cooperative learnin! activities to improve capacities of learners for hi!her learnin! At what level do I ...
35

understand the importance and dynamics of both indi#idual and cooperati#e learnin ? 36 know #aried strate ies for indi#idual and cooperati#e learnin ? 37 balance the use of indi#idual and cooperati#e learnin acti#ities? 3" see the #alue in creatin indi#idual and cooperati#e learnin acti#ities? Strand )'/ Comm(nicates higher learning e0pectations to each learner Indicator 2.3.1 +ncoura!es learners to as ,uestions At what level do I ...
3$ 4& 41 42

43

know the art of Duestionin and different techniDues of askin hi her order Duestions? pro#ide opportunities for learners to ask Duestions? ask Duestions that stimulate critical and creati#e thinkin amon learners? show an acceptin response6 esture in dealin with Duestions of learners? Indicator 2.3.2 'rovides learners with a variety of learnin! e"perience At what level do I ... know #arious strate ies that ele#ate studentsC le#el of learnin ?

44 pro#ide learners with #ariety of e!periences that enhance learnin ? 45 willin ly pro#ide learners with a #ariety of challen in learnin acti#ities?

46 47 4" 4$

Indicator 2.3.3 'rovides varied enrichment activities to nurture the desire for further learnin! At what level do I ... understand how enrichment acti#ities enhance the learnersC desire to learn? know ways of moti#atin the learners to learn further and more effecti#ely? facilitate #aried enrichment acti#ities that are interestin for further learnin ? show dili ence in makin enrichment materials?

Indicator 2.3.4 .ommunicates and maintains hi!h standards of learnin! performance At what level do I ...
5& know the implications of achie#in hi h standards of learnin performance for total human

de#elopment? 51 help learners maintain hi h standards of learnin ? 52 inspire learners to set hi h performance tar ets for themsel#es? Strand )'1 %sta2lishes and maintains consistent standards of learners3 2ehavior Indicator 2.4.1 /andles behavior problems ,uic ly and with due respect to children's ri!hts At what level do I ... 53 understand the ri hts and responsibilities of the child as embodied in different laws, e% % 5( 761&, 'B 6&3?
54 know beha#ior mana ement techniDues for learners with beha#ioral problems? 55 identify learners with beha#ioral problems? 56 employ appropriate procedures and actions consistently when dealin with learners with

beha#ioral problems?
57 show a compassion and carin attitude in mana in beha#ior problems?

Indicator 2.4.2 0ives timely feedbac to reinforce appropriate learners' behavior At what level do I ... 5" know the concept, importance and techniDues of social reinforcement? 5$ pro#ide timely and appropriate reinforcement on learnersC beha#ior? 6& belie#e that positi#e reinforcement leads to impro#ed learner beha#ior? Indicator 2.4.3 0uides individual learners re,uirin! development of appropriate social and learnin! behavior At what level do I ... understand the learnersC social de#elopment sta es? know different strate ies that enhance learnersC social de#elopment? use #aried teachin 4learnin strate ies that make use of social interaction? show patience in mana in different social and learnin acti#ities?

61 62 63 64

Indicator 2.4.4 .ommunicates and enforces school policies and procedures for appropriate learner behavior At what level do I ... 65 know Bep-B6school policies and procedures on student discipline?
66 communicate and enforce policies and procedures related to students beha#ior? 67 commit to enforcin school policies and procedures?

6" 6$ 7&

71

Strand )'4 Creates a healthy psychological climate for learning Indicator 2.1.1 +ncoura!es free e"pression of ideas from students At what level do I ... know the concepts and principles of democratic e!pression of ideas? pro#ide acti#ities that will encoura e respect and free e!presssion of ideas? encoura e learners to e!press their ideas freely and responsibly? Indicator 2.1.2 .reates stress(free environment At what level do I ... know the the elements and importance of establishin a stress4free learnin en#ironment?

72 mana e conflicts and other stress4related situations? 73 initiate and create pro rams ?e% % child4friendly school system@ and acti#ities that promote stress4

free en#ironment? 74 et in#ol#ed in ad#ocacy acti#ities that create a stress4free en#ironment? Indicator 2.1.3 2a es measures to minimi*e an"iety and fear of the teacher and3or sub4ect At what level do I ... 75 know about child4friendly teachin strate ies?
76 encoura e learners to de#elop a positi#e attitude towards their subAect and teacher? 77 let my students feel they are accepted?

omain / #+%$S#T. "F L%A$N%$S

Strand /'! etermines5 (nderstands and accepts the learners3 diverse 2ac*gro(nd *nowledge and e0perience
Indicator 3.1.1 5btains information on the learnin! styles% multiple intelli!ences and needs of learners

At what level do I ... 7" understand the theories and concepts of multiple intelli ences and learnin styles?
7$ identify learnin styles and multiple intelli ences of learners? "& show dili ence in obtainin information on different learnin needs? Indicator 3.1.2 Desi!ns or selects learnin! e"periences suited to different inds of learners

At what level do I ... "1 know techniDues and strate ies in desi nin 6selectin acti#ities for #aried types of learners?
"2 utiliEe #aried acti#ities for #arious types of learners? "3 show respect and concern for indi#idual differences of students? Indicator 3.1.3 +stablishes !oals that define appropriate e"pectations for all learners "4 "5 "6 "7

At what level do I ... understand the reDuirements in settin oals for differentiated learnin ? utiliEe differentiated acti#ities to meet e!pected learnin oals of learners? assist learners in settin learnin oals for themsel#es? appreciate the need to consider the differences in e!periences and capabilities of learners?
Indicator 3.1.4 'aces lessons appropriate to needs and difficulties of learners

At what level do I ... "" know teachin principles and strate ies for addressin learnersC needs and difficulties?
"$ pace lessons accordin to learnersC needs and difficulties? $& show fle!ibility in pacin lessons to support the needs of the learners?

Indicator 3.1.1 Initiates other learnin! approaches for learners whose needs have not been met by usual approaches

At what level do I ... $1 ha#e the knowled e on teachin principles and strate ies for students4at4risk ?
$2 keep track of students at risk? $3 pro#ide appropriate inter#ention pro rams for learners4at4risk? $4 appreciate the need to help students4at4risk?
Indicator 3.1.6 )eco!ni*es multi(cultural bac !round of learners when providin! learnin! opportunities

At what level do I ...

$5 know the cultural back round of my students and its implications to my teachin ? $6 pro#ide appropriate learnin acti#ities to students with different cultural back round? $7 show appreciation for cultural di#ersities?
Indicator 3.1.7 Adopts strate!ies to address needs of differently(abled students8

At what level do I ...

$" know the educational psycholo y of learners with special needs? $$ use appropriate strate ies for learners with special needs? 1&& show sensiti#ity to learners with special needs?
Indicator 3.1.9 Ma es appropriate ad4ustments for learners of different socio(economic bac !rounds

1&1 1&2 1&3 1&4

At what level do I ... understand the effects of socio4economic status on learnin performance? determine the different socio4economic back round of trainers? use techniDues to moti#ate learners of the lower socio4economic status? show fairness to all learners re ardless of their economic status?

omain 1 C6$$#C6L6, Strand 1'! emonstrates mastery of the s(27ect Indicator 4.1.1 Delivers accurate and updated content nowled!e usin! appropriate methodolo!ies% approaches and strate!ies At what level do I ... 1&5 ha#e an updated content knowled e and teachin strate y in my subAect area? 1&6 apply the updated content and appropriate strate ies in my teachin ? 1&7 commit to deli#er accurate and updated content knowled e? Indicator 4.1.2 Inte!rates lan!ua!e% literacy and ,uantitative s ill development and values in his3her sub4ect area At what level do I ... 1&" ha#e knowled e about multi4disciplinary inte rati#e modes and techniDues of teachin ? 1&$ use multi4disciplinary inte rati#e modes and techniDues of teachin the subAect area? 11& support the inte ration of lan ua e, literacy, skill de#elopment and #alues in the learnin acti#ities?

Indicator 4.1.3 +"plains learnin! !oals% instructional procedures and content clearly and accurately to students At what level do I ... 111 possess in4depth understandin of the subAect areaCs learnin content based on curriculum? H oals, instructional procedures and S

112 e!plains learnin oals, concepts and processes clearly and accurately to learners? 113 i#e sufficient time to e!plain the lessons for clear understandin of the learners? Indicator 4.1.4 :in s the current content with past and future lessons At what level do I ... 114 understand interrelation of topics6content within the subAect area tau ht? 115 link the present subAect matter content with the past and future lessons? 116 #alue the need to relate prior knowled e of learners with the present and future lessons? Indicator 4.1.1 Ali!ns with lesson ob4ectives the teachin! methods% learnin! activities and instructional materials or resources appropriate to learners At what level do I ... 117 ha#e the knowled e in desi nin lessons with con ruent obAecti#es, teachin methods, learnin acti#ities and materials? 11" 11$ teach lessons that ha#e con ruency of obAecti#es, procedure, materials and e#aluation? appreciate the #alue of ali nin obAecti#es with all the parts of a lesson? Indicator 4.1.6 .reates situations that encoura!e learners to use hi!h order thin in! s ills At what level do I ... understand the concept of critical thinkin and the facts of understandin ? en a e learners in acti#ities that de#elop hi her order thinkin skills? patiently moti#ate learners to de#elop hi her order thinkin skills?

12& 121 122

Indicator 4.1.7 +n!a!es and sustains learners' interests in the sub4ect by ma in! content meanin!ful and relevan At what level do I ... H S

123 know strate ies and materials that promote authentic learnin ? 124 apply #arious appropriate strate ies and6or technolo y to moti#ate F sustain learnin ? 125 belie#e in relatin classroom learnin to real world e!pereinces? Indicator 4.1.9 Inte!rates relevant scholarly wor s and ideas to enrich the lessons as needed At what level do I ... 126 update myself with rele#ant scholarly works and ideas related to my subAect area? 127 inte rate scholarly works and ideas to enrich the lesson for the learners? 12" show enthusiasm and openness to new learnin ?

Indicator 4.1.; Inte!rates content of sub4ect areas with other disciplines At what level do I ... 12$ know about other disciplines related to the subAect 2 am teachin ? 13& inte rate content of subAect area with other disciplines? 131 appreciate inte rati#e mode of teachin ?

Strand 1') Comm(nicates clear learning goals for the lessons that are appropriate for learners Indicator 4.2.1 <ets appropriate learnin! !oals At what level do I ... H 132 know the learnin oals #is4G4#is specific subAect content of the le#el 2 am teachin ? 133 set doable and appropriate daily learnin oals for the learners? 134 reflecti#ely choose appropriate learnin oals? Indicator 4.2.2 -nderstand the learnin! !oals At what level do I ... 135 understand the connection of the short4term oals to the lon 4term oals of learnin ? 136 practice relatin short4term oals to lon term oals for learnin ? 137 #alue the learnin oals set in the curriculum? Strand 1'/ ,a*e good (se of allotted instr(ctional time Indicator 4.3.1 +stablishes routines and procedures to ma"imi*e instructional time At what level do I ... 13" understand the principles and procedure of ma!imiEin instructional time? 13$ apply techniDues of "time on task" in plannin and deli#erin lessons? 14& obser#e discipline on time mana ement? Indicator 4.3.2 'lans lessons to fit within available instructional time At what level do I ... 141 know the principles and techniDues of lesson plannin considerin the allotted instructional time ? 142 desi n parts of the lesson within a#ailable instructional time? 143 show efficiency in the use of time to effecti#ely attain learnin oals? Strand 1'1 Selects teaching methods5 learning activities and the instr(ctional materials or reso(rces appropriate to the learners and aligned to o27ectives of the lesson Indicator 4.4.1 2ranslates learnin! competencies to instructional ob4ectives At what level do I ... 144 know the learnin competencies in my learnin areas in order to formulate appropriate instructional obAecti#es? 145 translate learnin competencies into instructional obAecti#es? 146 show a reflecti#e attitude in translatin learnin competencies to instructional obAecti#es? Indicator 4.4.2 <elects% prepares% and utili*es technolo!y and other instructional materials appropriate to the learners # learnin! ob4ectives At what level do I ...

147 14" 14$ 15& 151

know #arious technolo y and instructional materials appropriate for my learnin area? select and utiliEe updated and appropriate technolo y6instructional materials? use appropriate technolo y resources to achie#e curriculum standards and obAecti#es?
prepare adeDuate and appropriate instructional materials for the learners and the learnin obAecti#es?

manifest resourcefulness in preparin instructional materials?

Indicator 4.4.3 'rovides activities and uses materials which fit the learners' learnin! styles% !oals and culture

At what level do I ...

152 know the principles of instructional material preparation for different types of learners? 153 use rele#ant acti#ities and materials suited to the learnin styles, oals and culture of the learners? 154 belie#e in the need to pro#ide acti#ities and use materials appropriate to the learners?

Indicator 4.4.4 -ses a variety of teachin! approaches and techni,ues appropriate to the sub4ect matter and the learners At what level do I ... 155 understand the theories, approaches and strate ies in teachin the subAect area? 156 use #ariety of teachin strate ies and techniDues appropriate to the learners and subAect matter? 157 show enthusiasm in usin inno#ati#e and appropriate teachin techniDues?

Indicator 4.4.1 -tili*es information derived from assessment to improve teachin! and learnin! At what level do I ... H 15" understand the proper utiliEation of assessment results to impro#e teachin and learnin ? 15$ use assessment results in settin learnin obAecti#es and learnin acti#ities ? 16& appreciate the #alue of assessment in impro#in teachin and learnin ? Indicator 4.4.6 'rovides activities and uses materials which involves students in meanin!ful learnin! At what level do I ... H 161 know #arious educational theories ?e% % constructi#ism@ and their implications to meanin ful learnin ? 162 apply rele#ant teachin approaches to achie#e meanin ful learnin ? 163 use impro#ised and indi enous materials for meanin ful learnin ? 164 appreciate teachin approaches to meanin ful learnin ?e% %, constructi#ism@? Strand 1'4 $ecogni:es general learning processes as well as (ni;(e processes of individ(al learners Indicator 4.1.1 Desi!ns and utili*es teachnin! methods that ta e into account the learnin! process At what level do I ... H 165 know different teachin approaches and strate ies suitable to #arious learners? 166 ha#e knowled e on eneral and specific learnin processes? 167 apply teachin 4learnin methodolo ies that respond to eneral and specific learnin processes? 16" reco niEe the need to desi n teachin methods apropriate to the learnin process? Strand 1'8 -romotes p(rposive st(dy Indicator 4.6.1 .ultivates !ood study habits throu!h appropriate activities and pro4ects At what level do I ... 16$ know the techniDues in formin ood study habits? 17& determine the current study habits of my students? 171 pro#ide appropriate learnin tasks and proAects that support de#elopment of ood study habits? 172 take e!tra time to help students form ood study habits? Strand 1'9 emonstrates s*ills in the (se of #CT in teaching and learning Indicator 4.7.1 -tili*es I.2 to enhance teachin! and learnin! At what level do I ... 173 know the nature and operations of 2:3 systems as they apply to teachin and learnin ? 174 understand how 2:34based instructional materials6learnin resources support teachin and learnin ? 175 understand the process in plannin and mana in 2:34assisted instruction?

176 desi n, de#elop new or modify e!istin di ital6and or non4di ital learnin resources? 177 use of 2:3 resources for plannin and desi nin teachin 4learnin acti#ities? 17" use 2:3 tools to process assessment and e#aluation data and report results? 17$ demonstrate proficiency in the use of computers to support teachin and learnin ? 1"& use 2:3 tools and resources to impro#e efficiency and professional practice? 1"1 #alue and practice social responsibility, ethical and le al use of 2:3 tools and resources? 1"2 show positi#e attitude towards the use of 2:3 in keepin records of the learners?

omain 4 -LANN#N&5 ASS%SS#N& AN $%-"$T#N& Strand 4'! evelops and (tili:es creative and appropriate instr(ctional plan Indicator 1.1.1 <hows proof of instructional plannin! At what level do I ... 1"3 know the elements and process of de#elopin an instructional plan ?e% % daily, weekly, Duarterly, yearly@? 1"4 arrran e seDuentially the learnin units with reasonable time allotment? 1"5 identify appropriate learnin obAecti#es, strate ies, and accompanyin materials in the plan? 1"6 identify appropriate and #aried assessment procedures? 1"7 show enthusiasm in sourcin materials ?e% % lesson plan packa es@ as uides for instructional plannin ? Indicator 1.1.2 Implements instructional plan At what level do I ... know the factors for successful implementation of the instructional plan? adAust the instructional plan to ensure attainment of obAecti#es? appreciate the #alue of instructional plannin ? Indicator 1.1.3 Demonstrates ability to cope with varied teachin! millieu At what level do I ... know the different teachin 4learnin situations that could affect the implementation of the instructional plan?

1"" 1"$ 1$&

1$1

1$2 cope with #aried teachin milieu6settin ? 1$3 manifest openness to make necessary adAustements to impro#e the instructional plan? Strand 4') evelops and (ses a variety of appropriate assessment strategies to monitor and eval(ate learning Indicator 1.2.1 'repares formative and summative tests in line with the curriculum At what level do I ... 1$4 know the principles and purposes of instructional assessment includin formati#e and summati#e testin ? 1$5 construct #alid and reliable formati#e and summati#e tests? 1$6 appreciate the #alue of testin as a tool to impro#e instruction and learnin performance?

Indicator 1.2.2 +mploys non(traditional assessment techni,ues $portfolio%4ournals% rubric% etc.& At what level do I ... H 1$7 know the concepts, principles and strate ies of non4traditional assessment? 1$" use appropriate non4traditional assessment techniDues? 1$$ #alue the use of non4traditional assessment? Indicator 1.2.3 Interprets and uses assessment results to improve teachin! and learnin! At what level do I ... 2&& know concepts, principles on interpretation and utiliEation of assessment results? 2&1 interpret and use test results to impro#e teachin and learnin ? 2&2 manifest fairness in the interpretation of test results?
Indicator 1.2.4 Identifies teachin!(learnin! difficulties and possible causes and ta es appropriate action to address them

At what level do I ...

2&3 2&4 2&5 2&6 2&7

know the concept and principles of dia nostic testin ? know the types of remedial lessons for slow learners? identify teachin 4learnin difficulties and possible causes? mana e remediation pro rams? manifest willin ness and patience in conductin remediation pro rams? Indicator 1.2.1 -ses tools for addressin! authentic learnin! At what level do I ... 2&" know the concepts and principles of authentic learnin assessment? 2&$ utiliEe appropriate tools for assessin authentic learnin ? 21& enthusiastically de#elop and use tools for assessin authentic learnin ?

211 212 213 214

215 216

Strand 4'/ ,onitors reg(larly and provides feed2ac* on learners3 (nderstanding of content Indicator 1.3.1 'rovides timely and accurate feedbac to learners to encoura!e them to reflect on and monitor their own learnin! !rowth At what level do I ... H know the principles of i#in and recei#in feedback on learnersC pro ress? use strate ies for i#in feedback6reportin pro ress of indi#idual learner? moti#ate learnersC to reflect and monitor their learnin rowth? consistently pro#ide timely and accurate feedback? Indicator 1.3.2 =eeps accurate records of !rades3performance levels of learners At what level do I ... H know the current uidelines about the radin system? maintain accurate and updated learnersC records?
Strand 4'1 Comm(nicates promptly and clearly to learners5 parents and s(periors a2o(t progress of learners

Indicator 1.4.1 .onducts re!ular meetin!s with learners and parents to respect learners' pro!ress

At what level do I ...

217
know the dynamics of communicatin learnersC pro ress to students, parents and other stakeholders?

21" plan and implement a comprehensi#e pro ram to report learnersC pro ress to students and parents? 21$ manifest accountability and responsibility in communicatin the learnersC pro ress to intended stakeholders?

Indicator 1.4.2 Involves parents to participate in school activities that promote learnin! At what level do I ...
22& understand the role and responsibilities of parents in supportin school pro rams to enhance childrenCs learnin
pro ress?

221 in#ol#e parents to participate in school acti#ities that promote their childrenCs learnin pro ress? 222 establish rapport and a cooperati#e workin relationship with parents?

omain 8 C",,6N#T. L#N<A&%S Strand 8'! %sta2lishes learning environment that respond to the aspiration of the comm(nity Indicator 6.1.1 Involves community in sharin! accountability for learners' achievement At what level do I ... H S
223 know the pro rams, proAects, and thrusts of Bep-d on school4community partnership? 224 in#ol#e the community in the pro rams, proAects and thrusts of the school? 225 promote shared accountability for the learnersC achie#ement?

Indicator 6.1.2 -ses community resources $human% material& to support learnin! At what level do I ... 226 know the #arious community resources a#ailable to enhance learnin ?
227 use a#ailable community resources ?human, material@ to support learnin ? 22" reco niEe community resources to support learnin ?

Indicator 6.1.3 -ses community as a laboratory for learnin! At what level do I ... 22$ know strate ies for e!periential learnin outside the classroom?
23& make use of the community as a laboratory for learnin ? 231 appreciate the world as a learnin en#ironment?

Indicator 6.1.4 'articipates in community activities that promote learnin! At what level do I ... 232 know the teacherCs social responsibility?
233 link with sectors for in#ol#ement in community work? 234 show enthusiasm in Aoinin community acti#ities?

Indicator 6.1.1 -ses community networ s to publici*e school events and achievements At what level do I ...
235 know the dynamics of community networkin and information dissemination? 236 communicate the school e#ents6achie#ements throu h community networks? 237 share information on school e#ents6achie#ements to the community?

Indicator 6.1.6 +ncoura!es students to apply classroom learnin! to the community At what level do I ... 23" know the social realities outside the classroom to make learnin rele#ant? 23$ pro#ide learnin acti#ities ensurin their application to the community? 24& show sensiti#ity to the needs of the community? omain 9 -%$S"NAL &$"=TH AN -$"F%SS#"NAL %+%L"-,%NT Strand 9'! Ta*es pride in the no2ility of teachers as a profession Indicator 7.1.1 Maintains stature and behavior that upholds the di!nity of teachin! At what level do I ... 241 know the set of ethical and moral principles, standards and #alues embodied in the :ode of -thics for 'rofessional 3eachers? 242 practice the :ode of -thics for 'rofessional 3eachers? 243 manifest the #alues that uphold the di nity of teachin ? Indicator 7.1.2 Allocates time for personal and professional development throu!h participation in educational seminars and wor shops readin! educational materials re!ularly and en!a!in! in educational research At what level do I ... 244 know the reDuirements6e!pectations for personal and professional de#elopment of teachers? 245 prepare and implement an indi#idual personal and professional de#elopment plan ?2'B'@? 246 manifest Eeal in undertakin educational research ? Indicator 7.1.3 Manifests personal ,ualities li e enthusiasm% fle"ibility and carin! attitude At what level do I ... 247 know the #alue concepts of enthusiasm, fle!ibility and carin attitude and strate ies to enhance them? 24" en a e in self4assessment to enhance my personal Dualities? 24$ e!hibit personal Dualities such as enthusiasm, fle!ibility and carin attitude? Indicator 7.1.4 Articulates and demonstrates one's personal philosophy of teachin! At what level do I ... 25& understand the #alue of ha#in a personal philosophy of teachin ? 251 translate my philosophy of teachin into action? 252 share my personal philosophy of teachin with others? Strand 9') B(ilds professional lin*s with colleag(es to enrich teaching practice Indicator 7.2.1 =eeps abreast with recent developments in education At what level do I ... 253 update myself with recent de#elopments in education? 254 apply updated knowled e to enrich teachin practice? 255 manifest openness to recent de#elopments in education? Indicator 7.2.2 :in s with other institutions and or!ani*ations for sharin! best practices At what level do I ... 256 know of institutions and or aniEations with a oal to impro#e teachin practice? 257 link with other institutions and or aniEations that are helpful to the teachin profession? 25" et in#ol#ed in professional or aniEations and other a encies that can impro#e my teachin practice? Strand 9'/ $eflects on the e0tent of the attainment of professional development goals Indicator 7.3.1 )eflects on the ,uality of his3her own teachin! At what level do I ... 25$ know the techniDues and benefits deri#ed from theory4 uided introspection? 26& make a self assessment of my teachin competencies? 261 desire to impro#e the Duality of my teachin ?
Indicator 7.3.2 Improves teachin! performance based on feedbac from the mentor% students% peers% superiors and others

At what level do I ... 262 know the purposes and approaches in establishin an effecti#e feedback system? 263 acti#ely seek feedback from a ran e of people to impro#e my teachin performance?

264 manifest positi#e attitude towards comments6recommendations? Indicator 7.3.3 Accepts personal accountability to learners' achievement and performance At what level do I ... 265 know my accountability and responsibilities toward studentsC learnin performance? 266 e!amine myself #is4a4#is my accountability for the learners and to the teachin profession? 267 accept my personal accountability to the learners? Indicator 7.3.4 -ses self(evaluation to reco!ni*e and enhance one's stren!th and correct one's wea nesses At what level do I ... 26" know the concept and strate ies for self4e#aluation? 26$ identify my stren ths and weaknesses as a person and as a teacher? 27& manifest determination to become a better person and teacher?

Title: 342 0(89*( ester==6==

Appoinment Stat(s: '-5)(*-*3 $egion: 214( :(0(;(5/<* 7econd 7emester>======

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tiple intelli!ences and needs of learners

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arners whose needs have not been met by usual approaches

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rs when providin! learnin! opportunities

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different socio(economic bac !rounds

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l procedures and content clearly and accurately to students F L

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rners to use hi!h order thin in! s ills

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ests in the sub4ect by ma in! content meanin!ful and relevant to them F L

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nd ideas to enrich the lessons as needed

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he lessons that are appropriate for learners F L

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he learners' learnin! styles% !oals and culture

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essment to improve teachin! and learnin!

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which involves students in meanin!ful learnin! F L

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echni,ues $portfolio%4ournals% rubric% etc.&

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uses and ta es appropriate action to address them

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c* on learners3 (nderstanding of content

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arents and s(periors a2o(t progress of learners

and parents to respect learners' pro!ress

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nment that respond to the aspiration of the comm(nity F L

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e school events and achievements

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elopment throu!h participation in educational

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S6,,A$. "F $%S6LTS >NCBTS-TSNA? 3eacher> 'amn +aye .aEel 1alin omain Strand 71%1 No' "f <SAs 15 H-S 6& $aw Score 11 ,ean Score )'@/ C Score 9/'//C ! 71%2 3 12 @ /'AA 94'AAC ) Total ! 1" 72 4/ )'@1 9/'8!C 72%1 1& 4& /A /'AA 94'AAC 72%2 1& 4& /A /'AA 94'AAC 72%3 14 56 1A )'B8 9!'1/C 72%4 15 6& 18 /'A9 98'89C 72%5 1& 4& /A /'AA 94'AAC Total ) 5$ 236 !98 )'@B 91'4BC 73%1 27 1&" B! /'AA 94'AAC / Total / 27 1&" B! /'AA 94'AAC 1 74%4 21 "4 8B /')1 BA'@4C #CT 74%5 74%6 S1'9 4 4 1& 16 16 4& !) !/ /B /'AA /')4 /'BA 94'AAC B!')4C @4'AAC 4 75%3 6 24 )A /'// B/'//C 8 Total 8 1" 72 41 /'AA 94'AAC 9 77%1 12 4" /8 /'AA 94'AAC 77%2 6 24 !B /'AA 94'AAC 77%3 12 4" 1! /'1) B4'1)C Total 9 3& 12& @4 /'!9 7$%17I T"TAL T"TAL 27& 1&"& B!4 /'A) 94'18C

74%1 27 1&" 9/ )'9A 89'4@C

74%2 6 24 !4 )'4A 8)'4AC

74%3 6 24 !4 )'4A 8)'4AC

Total 1 7" 312 )/1 /'AA 94'AAC

75%1 11 44 // /'AA 94'AAC

75%2 17 6" 4! /'AA 94'AAC

75%4 6 24 !B /'AA 94'AAC

Total 4 4& 16& !)) /'A4 98')4C

76%1 1" 72 41 /'AA 94'AAC

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