2013 Ncbts Tsna e Version

7/24/2019 2013 Ncbts Tsna e Version

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NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMEN

Background

The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basi

are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improve

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 "

establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able

behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their rol

)n response to the need for an instrument that identifies the professional strengths and development needs of the

Strengths and %eeds !ssessment "TS%!# (as developed and validated through the !us!)D'funded +roect ST)-E "

in the -isayas#, in coordination (ith the ED+)T! "Educational Development )mplementing Task orce#, and egi

%egros $ccidental, Bohol and %orthern Samar in /001, and further validated by the TED+'T23 "Teacher Education

2orking 3roup at the national level.

This tool is part of the %&BTS'TS%! +ackage that includes an %&BTS orientation program and resource materials, st

manual for administration scoring and interpretation hard copy and e versions of the tool the monitoring and eval


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manual for administration scoring and interpretation hard copy and e versions of the tool the monitoring and eval

!n important aspect of the TS%! process is the utili9ation of its results that (ill serve as inputs in the preparation o

Development +lan ")++D# and in designing programs and activities for teachers at the school, division and regional level

school, division and regional level inform the school improvement plan "S)+# particularly the School +rofessional Dev

>aster +lans for +rofessional Development ">++D# for the egion and the Division.

GAP

PHASE III

STRENGTH-NEED ANALYSIS

PHASE I

Jo Ana!"#$#

Competency Analysis

PHASE II

Current KSA and Competency

KSA Required andCompetency Standards

COMPETENCYASSESSMENT

Instrumentationata Gat!erin"

T%ac&%r Tra$n%%

Competency Stren"t!s #$earnin" Needs

Consolidated TSNA Result


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;.C. &urriculum

;.. +lanning, !ssessing and eporting

;.A. &ommunity


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The principle of school'based management empo(ers the School Jeads to provide instructional leadership and

the frame(ork of the %&BTS that defines the concept of effective teaching. $ne of the (ays by (hich School Je

development of the teachers is (hen they have the first'hand information about the training needs of teachers. T

identify specific training needs of teachers, thus the School Jeads and Schools Supervisors need to be kno(led

and its proper administration and results utili9ation.

The orientation should therefore, involve clusters of School Jeads (ith their respective %&BTS School &oordina

District Supervisors (ithin each Division. The designation of the %&BTS school coordinator is upon the discretio

consideration the criteria outlined in the $rientation 3uide 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

conduct TS%! at the school level. The package provides the participants (ith7 "a# a deeper understanding of the

of the domains, strands, and performance indicators, and the identification of the 6S!sI "b# familiarity (ith the co

proper administration to assist schools in the conduct of TS%!.

B. Schoo$s-C$uster TSNA p$ee!t#to!

Schools (ithin the Division are expected to form clusters. Each cluster should designate a


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c education. These policy reforms

education effort already started.

&BTS#. This is a frame(ork that

to appreciate the complex set of

es and responsibilities.

teachers, the %&BTS'Teachers*

trengthening the Basic Education

ns -), -)) and -))), Divisions of

Development +rogram'Technical

ructured learning session guides,

uation scheme and tools for the


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f )ndividual +lan for +rofessional

s. The consolidated TS%!s at the

elopment +lan "S++D#, and the


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h of the seven domain and /=

ed domains for effective teaching


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therefore they must be a(are of

ads can support the professional

he %&BTS'TS%! tool intends to

geable of the features of the tool

tors from


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GETTING STARTED WITH THE SELF-ASSESSMENT TOOL

Code !terpret#to!

J

"Jigh#

S ) am competent in the 6S! but ) (ould benefit from further training

"Satisfactory#

The TS%! Tool is a self'assessment exercise that is introduced by the School Jead:%&BTS &oordinator through an orientation process in

respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format "Excel# is contain

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

one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains (ith corresponding strands

electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the instrument.Se$f-Ad!str#to! of the TSNA Too$!. The TS%! esponses

The instrument contains clusters of 6S!s specific to a particular performance indicator (ith a common stem7 ?!t (hat level do )G@ &onsid

is intended for self'assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. Jigh "J#, Satis

The reference codes presented belo( guide the respondent in registering her:his self'assessment for each 6S!7

) am very competent in the 6S! and this is not a priority trainingneed.


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C. Ppon successfully completing all items, message M&lick Summary 2orksheet to vie( resultsM is displayed.

&lick Summary 2orksheet to vie( interpretation of assessment results.

. ! command button at the bottom of the MSelf !ssessmentM is provided to allo( the respondent clear all check boxes.

ans(ers (ere provided for one 6S!. )n this case, the message ME$M is displayed. evie( ans(ers giving special

attention to red and grey colored ro(s.

Lou (ill also not be able to vie( your scores if the required items in the Teacher profile "see above# have not been provided.

! message informing you of this (ill appear belo( the E$ message described above if this is the case.

!terpret!3 #!d Co!so$d#to! of the TSNA Prof$es!terpret!3 #!d Co!so$d#to! of the TSNA Prof$es

R#!3e 4e"e$ of Te#ch!3 Co

Scale scores % Scores

= ; C 00 1 ;Q ;00Q

Note :!utomatic scoring is not enabled (hen any one of the items in the (orksheet has not been ans(ered and:or t(o

TS%! results may be interpreted using the scale scores or the percentage scores. Ppon completion of the %&BTS'TS%! Tool, an ob

of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart belo(. ! score to be interpreteparticular domain, or a strand or a specific performance indicator as the case may be.

E t - t t d t th t


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order for the teacher'

d on a compact disk "&D# (ith

omputer. )t takes an average of

nd performance indicators are

ering that the %&BTS'TS%! tool

factory "S#, air "#, and


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ete!ce

tained score (hether an average

may either be an average of a

h * i t


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Te#cher Prof$e(old outline indicates required entries)

I. PERSONAL DATA AND DETAILS OF CURRENT POSITION

1. Family Name (Last name) First Name

QUIETA RONNIL

2. Gender MALE 3. i!il "tat#s Married

$. %irt& 'ate 11 1 *. +la,e - %irt& RO/A" "T.0 "TA. M

MM DD YYYY

.

ETTALEA IGLAN' OME" 4 +A"E II0 %LO5 110 LOT 0 RU% "T.0 MANGA0 +AGA'IAN IT46'"

*ip

7. Re8i-n I/ 4 6AM%OANGA +ENIN"ULA . 'i!isi-n +AGA'IAN IT

11. ",&--l Name

+AGA'IAN IT NATIONAL OM+REEN"IE IG "OOL

19. ",&--l Address

+#r-: Ma#s;a8-n0 %aran8ay %anale0 +a8adian ity

1$.

2


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'ate? "i8nat#re?

N.%.

A' R4IN"ET F-rm N-. 2


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Middle NameA%ILLON

9. +R I'


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Do'a$n ( SO)IAL REGARD FOR LEARNING

Strand 1.1 T%ac&%r ac*$on# d%'on#*ra*% +a!u% ,or !%arn$ng

Indicator 1.1.1 Implements school policies and procedures

At what level do I ...

K. . kno( school policies and proceduresR

K/ / understand school operationsR

S. 0 implement policies and procedures R

S/ 1 communicate policies and procedures to students, parents and other concerned personsR

A. 2 abide by the school policies and proceduresR

Indicator 1.1.2 Demonstrates punctuality


K0 3 possess a(areness on the implementation of Mtime on taskM in all responsibilitiesR

S0 4 demonstrate punctuality in accomplishing expected tasks and functionsR

A/ 5 model the value of punctualityR

Indicator 1.1.3 Maintains appropriate appearance


K1 6 kno( decorum i.e. dress code, behavior of teachersR

S1 .7 practice decorum in all occasionsR

A0 .. value decorum expected of teachersR

Indicator 1.1.4 Is careful about the eect of one!s behavior on students


K2 ./ understand the theoretical concepts and principles of social learningR

S2 .0 sho( appropriate behavior even during unguarded momentsR

S3 .1 apply kno(ledge on social learning in dealing (ith studentsR

A1 .2 consider the influence my behavior has on studentsR

S*rand (. D%'on#*ra*%# *&a* !%arn$ng $# o, d$/%r%n* k$nd# and ,ro' d$/%r%n* #ourc%#

Indicator 1.2.1 Ma"es use of various learnin# e$periences and resources


K3 .3 kno( a range of sources through (hich social learning may be experiencedR

S4 .4 use information from a variety of sources for learning "e.g. family, church, other sectors of the community#R

A2 .5 appreciate that students learn through a range of different social experiencesR


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S.0 04 balance the use of individual and cooperative learning activitiesR

A.. 05 see the value in creating individual and cooperative learning activitiesR

S*rand .2 )o''un$ca*%# &$g&%r !%arn$ng %31%c*a*$on# *o %ac& !%arn%r

Indicator 2.3.1 -ncoura#es learners to as" uestions


K.2 06 kno( the art of questioning and different techniques of asking higher order questionsR

S.1 17 provide opportunities for learners to ask questionsR

S.0 1. ask questions that stimulate critical and creative thinking among learnersR

A.. 1/ sho( an accepting response:gesture in dealing (ith questions of learnersR

Indicator 2.3.2 (rovides learners with a variety of learnin# e$perience


K.3 10 kno( various strategies that elevate students* level of learningR

S.3 11 provide learners (ith variety of experiences that enhance learningR

A.0 12 (illingly provide learners (ith a variety of challenging learning activitiesR

Indicator 2.3.3 (rovides varied enrichment activities to nurture the desire for further learnin#


K.4 13 understand ho( enrichment activities enhance the learners* desire to learnR

K.5 14 kno( (ays of motivating the learners to learn further and more effectivelyR

S.4 15 facilitate varied enrichment activities that are interesting for further learningR

A.1 16 sho( diligence in making enrichment materialsR

Indicator 2.3.4 /ommunicates and maintains hi#h standards of learnin# performance


K.6 27 kno( the implications of achieving high standards of learning performance for total human developmentR

S.5 2. help learners maintain high standards of learningR

A.2 2/ inspire learners to set high performance targets for themselvesR

S*rand .4 E#*a!$#&%# and 'a$n*a$n# con#$#*%n* #*andard# o, !%arn%r#5 %&a+$or

Indicator 2.4.1 0andles behavior problems uic"ly and with due respect to children!s ri#hts


K/7 20 understand the rights and responsibilities of the child as embodied in different la(s, e.g. ! A;0, +D A0=R

K/. 21 kno( behavior management techniques for learners (ith behavioral problemsR

S.6 22 identify learners (ith behavioral problemsR


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A// 44 let my students feel they are acceptedR

Do'a$n 2 DI0ERSITY OF LEARNERS

S*rand 2( D%*%r'$n%#7 und%r#*and# and acc%1*# *&% !%arn%r#5 d$+%r#% ackground kno8!%dg%

and %31%r$%nc%

Indicator 3.1.1 6btains information on the learnin# styles' multiple intelli#ences and needs of learners


K07 45 understand the theories and concepts of multiple intelligences and learning stylesR

S/5 46 identify learning styles and multiple intelligences of learnersR

A/0 57 sho( diligence in obtaining information on different learning needsR

Indicator 3.1.2 Designs or selects learning experiences suited to different kinds of learners


K0. 5. kno( techniques and strategies in designing:selecting activities for varied types of learnersR

S/6 5/ utili9e varied activities for various types of learnersR

A/1 50 sho( respect and concern for individual differences of studentsR

Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners


K0/ 51 understand the requirements in setting goals for differentiated learningR

S07 52 utili9e differentiated activities to meet expected learning goals of learnersR

S0. 53 assist learners in setting learning goals for themselvesR

A/2 54 appreciate t!e need to consider t!e di8erences in e9periences and capa:ilities o& learners;

Indicator 3.1.4 (aces lessons appropriate to needs and di7culties of learnersAt what level do I ...

K00 55 kno( teaching principles and strategies for addressing learners* needs and difficultiesR

S0/ 56 pace lessons according to learners* needs and difficultiesR

A/3 67 sho( flexibility in pacing lessons to support the needs of the learnersR

Indicator 3.1. Initiates other learning approaches for learners whose needs have not been et b! usual

approaches


K01 6. have the kno(ledge on teaching principles and strategies for students'at'risk R

S0 6/ k k f d i k


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Indicator 4.1.3 -$plains learnin# #oals' instructional procedures and content clearly and accurately to

students


K17 ... possess in'depth understanding of the subect area*s learning goals, instructional procedures and content based on curriculumR

S1/ ../ explains learning goals, concepts and processes clearly and accurately to learnersR

A00 ..0 give sufficient time to explain the lessons for clear understanding of the learnersR

Indicator 4.1.4 +inks the current content with past and duture lessons


K1. ..1 understand interrelation of topics:content (ithin the subect area taughtR

S10 ..2 link the present subect matter content (ith the past and future lessonsR

A01 ..3 value the need to relate prior kno(ledge of learners (ith the present and future lessonsR

Indicator 4.1. Aligns with lesson ob'ectives the teaching ethods( learning activities and instructional

aterials or resources appropriate to learners


K1/ ..4 have the kno(ledge in designing lessons (ith congruent obectives, teaching methods, learning activities and materialsR

S11 ..5 teach lessons that have congruency of obectives, procedure, materials and evaluationR

A02 ..6 appreciate the value of aligning obectives (ith all the parts of a lessonR

Indicator 4.1.8 ,reates situations that encourage learners to use high order thinking skills


K10 ./7 understand the concept of critical thinking and the facets of understandingR

S12 ./. engage learners in activities that develop higher order thinking skillsRA03 .// patiently motivate learners to develop higher order thinking skillsR

Indicator 4.1.9 Engages and sustains learners- interests in the sub'ect b! aking content eaningful and

relevant to the


K10 ./0 kno( strategies and materials that promote authentic learningR

ICT ./1 apply various appropriate strategies and:or technology to motivate 5 sustain learningR

A03 ./2 believe in relating classroom learning to real (orld expereincesR

Indicator 4.1.: Integrates relevant scholarl! works and ideas to enrich the lessons as needed


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K10 .11 kno( the learning competencies in my learning areas in order to formulate appropriate instructional obectivesR

S12 .12 translate learning competencies into instructional obectivesR

A03 .13 sho( a reflective attitude in translating learning competencies to instructional obectivesR

Indicator 4.4.2 Selects' prepares' and utili+es technolo#y and other instructional materials appropriate to

the learners % learnin# ob5ectives


ICT .14 kno( various technology and instructional materials appropriate for my learning areaR

ICT .15 select and utili9e updated and appropriate technology:instructional materialsR

ICT .16 use appropriate technology resources to achieve curriculum standards and obectivesR

S12 .27 prepare adequate and appropriate instructional materials for the learners and the learning obectivesR

A03 .2. manifest resourcefulness in preparing instructional materialsR

Indicator 4.4.3 (rovides activities and uses materials which


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S12 .51 arrrange sequentially the learning units (ith reasonable time allotmentR

A03 .52 identify appropriate learning obectives, strategies, and accompanying materials in the planR

A03 .53 identify appropriate and varied assessment proceduresR

.54 sho( enthusiasm in sourcing materials "e.g. lesson plan packages# as guides for instructional planningR

Indicator .1.2 Implements instructional plan


K10 .55 kno( the factors for successful implementation of the instructional planR

A03 .56 adust the instructional plan to ensure attainment of obectivesR

.67 appreciate the value of instructional planningRIndicator .1.3 Demonstrates ability to cope with varied teachin# millieu


K10 .6. kno( the different teaching'learning situations that could affect the implementation of the instructional planR

S12 .6/ cope (ith varied teaching milieu:settingR

A03 .60 manifest openness to make necessary adustements to improve the instructional planR

S*rand 6. D%+%!o1# and u#%# a +ar$%*" o, a11ro1r$a*% a##%##'%n* #*ra*%g$%# *o 'on$*or

and %+a!ua*% !%arn$ng

Indicator .2.1 (repares formative and summative tests in line with the curriculum


K10 .61 kno( the principles and purposes of instructional assessment including formative and summative testingR

S12 .62 construct valid and reliable formative and summative testsR

A03 .63 appreciate the value of testing as a tool to improve instruction and learning performanceRIndicator .2.2 -mploys non)traditional assessment techniues &portfolio'5ournals' rubric' etc.=


K10 .64 kno( the concepts, principles and strategies of non'traditional assessmentR

S12 .65 use appropriate non'traditional assessment techniquesR

A03 .66 value the use of non'traditional assessmentR

Indicator .2.3 Interprets and uses assessment results to improve teachin# and learnin#


K10 /77 kno( concepts, principles on interpretation and utili9ation of assessment resultsR


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K10 //7 understand the role and responsibilities of parents in supporting school programs to enhance children*s learning progressR

S12 //. involve parents to participate in school activities that promote their children*s learning progressR

A03 /// establish rapport and a cooperative (orking relationship (ith parentsR

Do'a$n ; )OMM=NITY LINKAGES

S*rand ;( E#*a!$#&%# !%arn$ng %n+$ron'%n* *&a* r%#1ond *o *&% a#1$ra*$on o, *&% co''un$*"

Indicator 8.1.1 Involves community in sharin# accountability for learners! achievement


K10 //0 kno( the programs, proects, and thrusts of DepEd on school'community partnershipR

S12 //1 involve the community in the programs, proects and thrusts of the schoolR

A03 //2 promote shared accountability for the learners* achievementR

Indicator 8.1.2 ,ses community resources &human' material= to support learnin#At what level do I ...

K10 //3 kno( the various community resources available to enhance learningR

S12 //4 use available community resources "human, material# to support learningR

A03 //5 recogni9e community resources to support learningR

Indicator 8.1.3 ,ses community as a laboratory for learnin#


K10 //6 kno( strategies for experiential learning outside the classroomR

S12 /07 make use of the community as a laboratory for learningR

A03 /0. appreciate the (orld as a learning environmentRIndicator 8.1.4 (articipates in community activities that promote learnin#


K10 /0/ kno( the teacher*s social responsibilityR

S12 /00 link (ith sectors for involvement in community (orkR

A03 /01 sho( enthusiasm in oining community activitiesR

Indicator 8.1. ,ses community networ"s to publici+e school events and achievements


K10 /02 kno( the dynamics of community net(orking and information disseminationR

S12 /03 communicate the school events:achievements through community net(orksR


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K10 /20 update myself (ith recent developments in educationR

S12 /21 apply updated kno(ledge to enrich teaching practiceR

A03 /22 manifest openness to recent developments in educationR

Indicator 9.2.2 @in"s with other institutions and or#ani+ations for sharin# best practices


K10 /23 kno( of institutions and organi9ations (ith a goal to improve teaching practiceR

S12 /24 link (ith other institutions and organi9ations that are helpful to the teaching professionR

A03 /25 get involved in professional organi9ations and other agencies that can improve my teaching practiceR

S*rand %c*# on *&% %3*%n* o, *&% a**a$n'%n* o, 1ro,%##$ona! d%+%!o1'%n* goa!#

Indicator 9.3.1 *e>ects on the uality of hisher own teachin#


K10 /26 kno( the techniques and benefits derived from theory'guided introspectionR

S12 /37 make a self assessment of my teaching competenciesR

A03 /3. desire to improve the quality of my teachingR

Indicator 9.3.2 Improves teachin# performance based on feedbac" from the mentor' students' peers'superiors and others


K10 /3/ kno( the purposes and approaches in establishing an effective feedback systemR

S12 /30 actively seek feedback from a range of people to improve my teaching performanceR

A03 /31 manifest positive attitude to(ards comments:recommendationsR

Indicator 9.3.3 Accepts personal accountability to learners! achievement and performance


K10 /32 kno( my accountability and responsibilities to(ard students* learning performanceR

S12 /33 examine myself vis'a'vis my accountability for the learners and to the teaching professionRA03 /34 accept my personal accountability to the learnersR

Indicator 9.3.4 ,ses self)evaluation to reco#ni+e and enhance one!s stren#th and correct one!s wea"nesses


K10 /35 kno( the concept and strategies for self'evaluationR

S12 /36 identify my strengths and (eaknesses as a person and as a teacherR

A03 /47 manifest determination to become a better person and teacherR

Automatic scorin# is enabled only after all items have been accomplished


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S=MMARY OF RES=LTS ?N)BTS-TSNA@Teac!er< RONNI$ =-IETA

Do'a$n D( D.

S*rand S.). S.)/ To*a! D( S/). S/)/ S/)0 S/)1 S/)2 To*a! D. SNo O, KSA# .2 0 .5 .7 .7 .1 .2 .7 26

HPS 37 ./ 4/ 17 17 23 37 17 /03

Ra8 Scor%

M%an Scor%

Scor%

S.). S.)/ Total

.

S/). S/)/ S/)0 S/)1 S/)2 Total

/

S0). Tota l

0

S1). S1)/ S1)0 S1)1 S1)2 S1)3 S1)4

7)77

.)77

Su''ar" o, TSNA R%#uB" M%an Sca!% Scor%

S*rand# C Do'a$n

M%an

Scor%


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S4)/ (uilds pro&essional lin+s @it! collea"ues to enric! teac!in" practice

S4)0 ReDects on t!e e9tent o& t!e attainment o& pro&essional de'elopment "oals


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D

2013 Ncbts Tsna e Version

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