Professional Documents
Culture Documents
Background
The Department of Education is presently pursuing a package of policy reforms that seeks to improve
quality of basic education. These policy reforms are expected to create the critical changes necessary
further accelerate, broaden, deepen and sustain the improved education effort already started. This package
policy reforms is referred to as the Basic Education Sector Reform Agenda (BESRA).
One key element in the reform agenda is the establishment of the National Competency-Based Teac
Standards (NCBTS). This is a framework that establishes the competency standards for teacher performance
that teachers, learners and stakeholders are able to appreciate the complex set of behaviors, attitudes a
skills that each teacher must possess in order to carry out a satisfactory performance of their roles a
responsibilities
In response to the need for an instrument that identifies the professional strengths and development needs
the teachers, the NCBTS-Teachers' Strengths and Needs Assessment (TSNA) was developed and valida
through the AusAID-funded Project STRIVE (Strengthening the Basic Education in the Visayas), in coordinat
with the EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII, Divisio
of Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-TWG (Teacher Educat
Development Program-Technical Working Group at the national level.
This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resou
materials, structured learning session guides, manual for administration, scoring and interpretation, hard co
and e-versions of the tool and the monitoring and evaluation scheme and tools for the implementation of
NCBTS-TSNA.
The Teachers’ Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of qua
professional development programs that are aligned to the needs of the programs’ clientele. The TS
determines the differences between the actual situation (what is) and the desired condition (what should be
terms of teacher’s competencies within the department. In this NCBTS-TSNA the actual situation is describ
the current competencies as perceived by the teacher. The profile of the teacher’s current competencies
compared to the NCBTS standards for effective teaching. This TSNA, therefore, identifies the competen
strengths as well as the gap between the expected and the current teacher’s competencies in terms
Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and performance indicators
the NCBTS.
The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effect
Teaching) is actually done by analyzing nationally set teacher standards in behavioral terms or by identify
effective teaching competencies. The DepED Central Office and Regional Offices are tasked to do this phase
the TSNA process. Phase II (Teacher Trainee Analysis) is the instrumentation to determine the current teac
competency levels in KSA terms which is done by the individual teacher at the school level. Phase III (Streng
Need analysis) is the analysis of the strengths and discrepancies between the standards set and the curr
teachers’ data on their competencies which is carried out at the school, cluster, District or Division level
their respective purposes related to teacher training/development.
An important aspect of the TSNA process is the utilization of its results that will serve as inputs in
preparation of Individual Plan for Professional Development Plan (IPPD) and in designing programs a
activities for teachers at the school, division and regional levels. The consolidated TSNAs at the school, divis
and regional level inform the school improvement plan (SIP), Division Development Plan (DEDP) and
Regional Development Plan (REDP), with respect to the plans for professional development at the scho
division and the regional levels.
COMPETENCY
ASSESSMENT
PHASE I
Competency Analysis
Instrumentation
Data Gathering
GAP
KSA Required and
Competency Standards
Current KSA and
Competency
PHASE III
STRENGTH-NEED ANALYSIS
Consolidated TSNA
Result
When established, the TSNA system ensures that “teachers routinely use CBTS in making self-assessments
their current practices to identify their individual development needs, and that school heads, division a
regional offices also routinely use CBTS in identifying teacher performance factors that affect school-w
learning outcomes” (BESRA PIP, 2006 Version (PIP V.1, p. 21).
In order to realize the commitment to provide quality basic education through the Key Result Thrust (KRT2) o
BESRA emphasizing the Professional Development of Teachers, the TSNA is conducted to gather data on the
needs of teachers for their continuing training and development.
1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis-à-vis the
standards set by the NCBTS in each of the seven domains and 23 strands:
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:
The TSNA tool is anchored on the NCBTS Framework set by the Department of Education. This contains sev
integrated domains for effective teaching which are: Domain 1–Social Regard for Learning; Domain 2–Learn
Environment; Domain 3–Diversity of Learners; Domain 4–Curriculum; Domain 5– Planning, Assessing a
Reporting; Domain 6–Community Linkages; and Domain 7–Personal Growth and Professional Developme
Each domain has its corresponding strands and each strand has performance indicators. A total of sev
domains, 23 strands and 80 performance indicators make up the NCBTS competency standards set by
DepED.
The
KSA domains, strands
Specifications and7 performance
of the DOMAINS, 23 indicators
STRANDS were (S), and translated to specific Knowledge,
80 PERFORMANCE INDICATORSSkills,
(P): and Attitud
(KSAs) to compose the TSNA Tool with 270 KSAs in the various clusters as in the specifications below:
Domain 1: Social Regard for Learning.................................
S=2 P= 5
Domain 2: Learning Environment........................................ S=5 P=17
Domain 3: Diversity of Learners…………………………………….. S=1 P=8
Domain 4: Curriculum………………………………………………… S=7 P=22
Domain 5: Planning, Assessing and Reporting …………………… S=4 P=12
Domain 6: Community Linkages S=1 P=6
Domain 7: Personal and Professional Growth S=3 P=10
Total ……………………………………….. S=23 P=80
The NCBTS-TSNA package has been designed for knowledge building and advocacy on the NCBTS and
the transfer of the technology to conduct TSNA at the school level. The package provides the participa
with: (a) a deeper understanding of the NCBTS framework, the meaning of the domains, strands, and
performance indicators, and the identification of the KSAs; (b) familiarity with the content of the TSNA
tool and its proper administration to assist schools in the conduct of TSNA.
Schools within the Division are expected to form clusters. Each cluster should designate a Leader Scho
Leader School Heads and their respective NCBTS Coordinators become the “Implementers” of the TSN
across the schools within their clusters. School Heads from within each cluster are convened to go
through parallel knowledge building and to conduct the TSNA for their own teachers. The District
Supervisors will take the role of guiding and monitoring the TSNA system and procedures within the
cluster or district.
ASSESSMENT
SIP
Master Plans for
DEDP
Professional
Development
IP
DP
uster/division
ic Knowledge,
CE INDICATORSSkills,
(P): and Attitudes
the specifications below:
KSA= 18
KSA=59
KSA=27
KSA=78
KSA=40
KSA=18
KSA=30
KSA=270
ds to provide instructional
NCBTS that defines the concept of
t the professional development of
aining needs of teachers. The
, thus the School Heads and
ool and its proper administration
their respective NCBTS School
Division. The designation of the
king into consideration the criteria
e.
The TSNA Tool is a self-assessment exercise that is introduced by the School Head/NCBTS Coordinator through an
orientation process in order for the teacher-respondents to understand its importance and thus reflectively respond t
the instrument. The Tool in electronic format (Excel) is contained on a compact disk (CD) with an auto-scoring syste
Each teacher may be given an individual CD or may respond to the TSNA tool from a file installed on a common
computer. It takes an average of one hour to accomplish the instrument. The scores and individual profile of the
teacher in the seven domains with corresponding strands and performance indicators are electronically generated
instantly upon completion of the instrument. There is no time limit imposed for completing the instrument.
Self-Administration of the TSNA Tool
A. The TSNA Responses
The instrument contains clusters of KSAs specific to a particular performance indicator with a common stem: “At wha
level do I…” Considering that the NCBTS-TSNA tool is intended for self-assessment and not for performance ratings, t
responses to the items are expressed qualitatively i.e. High (H), Satisfactory (S), Fair (F), and Low (L).
The reference codes presented below guide the respondent in registering her/his self-assessment for each KSA:
Code Interpretation
¨ "Teacher Profile" - pink-colored tab and a data-entry form for teacher respondent's personal and professional
¨ "Self-Assessment" - green-colored tab is the TSNA instrument
¨ "Summary" - yellow-colored tab displays the result of assessment after all TSNA items have been accomplished
1. Fill in the Teacher Profile. Data provided here shall feed into the Human Resource Information System of DepEd
2. After completing the Teacher Profile, proceed to the Self-Assessment Worksheet by clicking on the "Self Assessmen
3. In the Self Assessment worksheet, click on the appropriate checkbox that corresponds to your answer for each KSA
3.1 As a checkbox is ticked, the row color turns blue indicating that the response/answer is accepted
3.2 When more than one answer is provided for one KSA, the row color turns red indicating an erroneous answer
Only one answer must be provided for each KSA, hence only one checkbox ticked.
4. Upon successfully completing all items, message "Click Summary Worksheet to view results" is displayed.
Click Summary Worksheet to view interpretation of assessment results.
Note : Automatic scoring is not enabled when any one of the items in the worksheet has not been answered and
answers were provided for one KSA. In this case, the message "ERROR" is displayed. Review answers giving specia
attention to red and grey colored rows.
TSNA results may be interpreted using the scale scores or the percentage scores. Upon completion of the NCB
TSNA Tool, an obtained score whether an average of the domain, strand or performance indicator, is interpreted us
the appropriate indices in the chart below. A score to be interpreted may either be an average of a particular domain
a strand or a specific performance indicator as the case may be.
The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning ne
and strengths along these dimensions may also be inferred from the TSNA results.
Consolidation of TSNA results is done electronically to report on TSNA of a given school, cluster or Division.
oordinator through an
hus reflectively respond to
with an auto-scoring system.
talled on a common
dividual profile of the
ectronically generated
he instrument.
lts" is displayed.
s not been answered and/or two
ew answers giving special
ng Competence
cluster or Division.
MM DD YYYY
10. School Name 11. School ID 12. School Type ### Public
V. SCHOLARSHIP/GRANTS RECEIVED
Inclusive Dates
Title Sponsoring Agency mm dd yy mm dd yy
32. I certify that the statements made by me in answer to the foregoing questions are true, complete and correct to the best of my knowledge and belief.
Date: Signature:
N.B.
ADB
HR-INSET
Form No.
Form
380/02
No. 2008-001 v2.0
OROGO
8932300
JhongOAbubo@aol.com
✘ ### Private
### Central
### Non-Central
### Main
Honors Received
mm dd yy
Sponsoring Agency
Domain 1 SOCIAL REGARD FOR LEARNING
Domain 4 CURRICULUM
Strand 5.1 Develops and utilizes creative and appropriate instructional plan
Indicator 5.1.1 Shows proof of instructional planning
At what level do I ...
K43 183 know the elements and process of developing an instructional plan (e.g. daily, weekly, quarterly,
S45 184 yearly)?
arrrange sequentially the learning units with reasonable time allotment?
A36 185 identify appropriate learning objectives, strategies, and accompanying materials in the plan?
A36 186 identify appropriate and varied assessment procedures?
187 show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for instructional planning?
Indicator 5.1.2 Implements instructional plan
At what level do I ...
K43 188 know the factors for successful implementation of the instructional plan?
A36 189 adjust the instructional plan to ensure attainment of objectives?
190 appreciate the value of instructional planning?
Indicator 5.1.3 Demonstrates ability to cope with varied teaching millieu
At what level do I ...
K43 191 know the different teaching-learning situations that could affect the implementation of the instructional
plan?
S45 192 cope with varied teaching milieu/setting?
A36 193 manifest openness to make necessary adjustements to improve the instructional plan?
Strand 5.2 Develops and uses a variety of appropriate assessment strategies to monitor
and evaluate learning
Indicator 5.2.1 Prepares formative and summative tests in line with the curriculum
At what level do I ...
K43 194 know the principles and purposes of instructional assessment including formative and summative
S45 195 testing?
construct valid and reliable formative and summative tests?
A36 196 appreciate the value of testing as a tool to improve instruction and learning performance?
Indicator 5.2.2 Employs non-traditional assessment techniques (portfolio,journals, rubric, etc.)
At what level do I ...
K43 197 know the concepts, principles and strategies of non-traditional assessment?
S45 198 use appropriate non-traditional assessment techniques?
A36 199 value the use of non-traditional assessment?
Indicator 5.2.3 Interprets and uses assessment results to improve teaching and learning
At what level do I ...
K43 200 know concepts, principles on interpretation and utilization of assessment results?
A36 201 interpret and use test results to improve teaching and learning?
202 manifest fairness in the interpretation of test results?
Indicator 5.2.4 Identifies teaching-learning difficulties and possible causes and takes appropriate action to
address them
At what level do I ...
K43 203 know the concept and principles of diagnostic testing?
S45 204 know the types of remedial lessons for slow learners?
A36 205 identify teaching-learning difficulties and possible causes?
206 manage remediation programs?
A36 207 manifest willingness and patience in conducting remediation programs?
Indicator 5.2.5 Uses tools for addressing authentic learning
At what level do I ...
K43 208 know the concepts and principles of authentic learning assessment?
S45 209 utilize appropriate tools for assessing authentic learning?
A36 210 enthusiastically develop and use tools for assessing authentic learning?
Strand 5.3 Monitors regularly and provides feedback on learners' understanding
of content
Indicator 5.3.1 Provides timely and accurate feedback to learners to encourage them to reflect on and
monitor their own learning growth
At what level do I ...
K43 211 know the principles of giving and receiving feedback on learners' progress?
S45 212 use strategies for giving feedback/reporting progress of individual learner?
A36 213 motivate learners' to reflect and monitor their learning growth?
A36 214 consistently provide timely and accurate feedback?
Indicator 5.3.2 Keeps accurate records of grades/performance levels of learners
At what level do I ...
K43 215 know the current guidelines about the grading system?
S45 216 maintain accurate and updated learners' records?
Strand 5.4 Communicates promptly and clearly to learners, parents and superiors about
progress of learners
Indicator 5.4.1 Conducts regular meetings with learners and parents to respect learners' progress
At what level do I ...
K43 217 know the dynamics of communicating learners' progress to students, parents and other stakeholders?
S45 218 plan and implement a comprehensive program to report learners' progress to students and parents?
A36 219 manifest accountability and responsibility in communicating the learners' progress to intended
stakeholders?
Indicator 5.4.2 Involves parents to participate in school activities that promote learning
At what level do I ...
K43 220 understand the role and responsibilities of parents in supporting school programs to enhance children's
learning progress?
S45 221 involve parents to participate in school activities that promote their children's learning progress?
A36 222 establish rapport and a cooperative working relationship with parents?
Domain 6 COMMUNITY LINKAGES
Strand 6.1 Establishes learning environment that respond to the aspiration of the community
Indicator 6.1.1 Involves community in sharing accountability for learners' achievement
At what level do I ...
K43 223 know the programs, projects, and thrusts of DepEd on school-community partnership?
S45 224 involve the community in the programs, projects and thrusts of the school?
A36 225 promote shared accountability for the learners' achievement?
Indicator 6.1.2 Uses community resources (human, material) to support learning
At what level do I ...
K43 226 know the various community resources available to enhance learning?
S45 227 use available community resources (human, material) to support learning?
A36 228 recognize community resources to support learning?
Indicator 6.1.3 Uses community as a laboratory for learning
At what level do I ...
K43 229 know strategies for experiential learning outside the classroom?
S45 230 make use of the community as a laboratory for learning?
A36 231 appreciate the world as a learning environment?
Indicator 6.1.4 Participates in community activities that promote learning
At what level do I ...
K43 232 know the teacher's social responsibility?
S45 233 link with sectors for involvement in community work?
A36 234 show enthusiasm in joining community activities?
Indicator 6.1.5 Uses community networks to publicize school events and achievements
At what level do I ...
K43 235 know the dynamics of community networking and information dissemination?
S45 236 communicate the school events/achievements through community networks?
A36 237 share information on school events/achievements to the community?
Indicator 6.1.6 Encourages students to apply classroom learning to the community
At what level do I ...
K43 238 know the social realities outside the classroom to make learning relevant?
S45 239 provide learning activities ensuring their application to the community?
A36 240 show sensitivity to the needs of the community?
Automatic scoring is enabled only after all items have been accomplished
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SUMMARY OF RESULTS (NCBTS-TSNA)
Teacher: JONATHAN ABUBO
Domain D1 D2 D3 D4
Strand 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
No. Of KSAs 15 3 18 10 10 14 15 10 59 27 27 27 6 6 21
HPS 60 12 72 40 40 56 60 40 236 108 108 108 24 24 84
Raw Score 58 12 70 40 40 56 60 40 236 108 108 108 24 24 84
Mean Score 3.87 4.00 3.89 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00
% Score 96.67% 100.00% 97.22% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00
Mean 4.00 3.87 3.89
Score
3.49
3.00
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 D
Strands & Domain
100%
95%
% Score 90%
85%
80%
S1.2 S2.1 S2.3 S2.5 S3.1 S4.1 S4.3 S4.5 S4.7 S5.1 S5.3 Total D5 Total D6 S7.2 Total D
S1.1 Total D1 S2.2 S2.4 Total D2 Total D3 S4.2 S4.4 S4.6 Total D4 S5.2 S5.4 S6.1 S7.1 S7.3
Strands and Domain
INTERPRETATION BY DOMAIN & STRAND
Mean
Domain and Strands % Score Score Competency Level
D1 Social Regard for Learning 97.22% 3.89 Expert
S1.1 Teacher actions demonstrate value for learning 96.67% 3.87 Expert
S1.2 Demonstrates that learning is of different kinds and from different sources 100.00% 4.00 Expert
D2 Learning Environment 100.00% 4.00 Expert
S2.1 Creates an environment that promotes fairness 100.00% 4.00 Expert
S2.2 Makes the classroom environment safe and conducive to learning 100.00% 4.00 Expert
S2.3 Communicates higher learning expectations to each learner 100.00% 4.00 Expert
S2.4 Establishes and maintains consistent standards of learners' behavior 100.00% 4.00 Expert
S2.5 Creates a healthy psychological climate for learning 100.00% 4.00 Expert
D3 Diversity of Learners 100.00% 4.00 Expert
S3.1
Determines, understands and accepts the learners' diverse background knowledge 100.00% 4.00 Expert
D4 Curriculum 87.18% 3.49 Experienced
S4.1 Demonstrates mastery of the subject 100.00% 4.00 Expert
S4.2
Communicates clear learning goals for the lessons that are appropriate for learners 100.00% 4.00 Expert
S4.3 Make good use of allotted instructional time 100.00% 4.00 Expert
S4.4 Selects teaching methods, learning activities and the instructional materials 100.00% 4.00 Expert
S4.5
Recognizes general learning processes as well as unique processes of individual learners 100.00% 4.00 Expert
S4.6 Promotes purposive study 100.00% 4.00 Expert
S4.7 Demonstrates skills in the use of ICT in teaching and learning 100.00% 4.00 Expert
D5 Planning, Asessing & Reporting 100.00% 4.00 Expert
S5.1 Develops and utilizes creative and appropriate instructional plan 100.00% 4.00 Expert
S5.2 Develops and uses a variety of appropriate assessment strategies to monitor 100.00% 4.00 Expert
S5.3 Monitors regularly and provides feedback on learners' understanding 100.00% 4.00 Expert
S5.4 Communicates promptly and clearly to learners, parents and superiors about 100.00% 4.00 Expert
D6 Community Linkages 100.00% 4.00 Expert
S6.1 Establishes learning environment that respond to the aspiration of the community 100.00% 4.00 Expert
D7 Personal Growth & Professional Devt 100.00% 4.00 Expert
S7.1 Takes pride in the nobility of teachers as a profession 100.00% 4.00 Expert
S7.2 Builds professional links with colleagues to enrich teaching practice 100.00% 4.00 Expert
S7.3 Reflects on the extent of the attainment of professional development goals 100.00% 4.00 Expert
ICT D5 D6 D7
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
4 4 10 78 11 17 6 6 40 18 18 12 6 12 30
16 16 40 312 44 68 24 24 160 72 72 48 24 48 120
16 16 40 272 44 68 24 24 160 72 72 48 24 48 120
4.00 4.00 4.00 3.49 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00
100.00% 100.00% 100.00% 87.18% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%