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    The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basiceducation. These policy reforms are expected to create the critical changes necessary to further accelerate, broaden, deepen

    and sustain the improved education effort already started. This package of policy reforms is referred to as the Basic Education

    Sector Reform Agenda (BESRA).

    One key element in the reform agenda is the establishment of the National Competency-Based Teacher Standards (NCBTS).

    This is a framework that establishes the competency standards for teacher performance so that teachers, learners and

    stakeholders are able to appreciate the complex set of behaviors, attitudes and skills that each teacher must possess in order

    to carry out a satisfactory performance of their roles and responsibilities

    This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resource materials, structured

    learning session guides, manual for administration, scoring and interpretation, hard copy and e-versions of the tool and the

    monitoring and evaluation scheme and tools for the implementation of the NCBTS-TSNA.

    In response to the need for an instrument that identif ies the professional strengths and development needs of the teachers,

    the NCBTS-Teachers' Strengths and Needs Assessment (TSNA) was developed and validated through the AusAID-funded

    Project STRIVE (Strengthening the Basic Education in the Visayas), in coordination with the EDPITAF (Educational

    Development Implementing Task Force), and Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol and Northern

    Samar, and further validated by the TEDP-TWG (Teacher Education Development Program-Technical Working Group at the

    national level.


    The Teachers Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of quality professional

    development programs that are aligned to the needs of the programs clientele. The TSNA determines the differences

    between the actual situation (what is) and the desired condition (what should be) in terms of teachers competencies within the

    department. In this NCBTS-TSNA the actual situation is described the current competencies as perceived by the teacher. The

    prof ile of the teachers current competencies is compared to the NCBTS standards for effective teaching. This TSNA,

    therefore, identi fies the competency strengths as well as the gap between the expected and the current teachers

    competencies in terms of Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and performance

    indicators of the NCBTS.

    The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effective Teaching) is actually

    done by analyzing nationally set teacher standards in behavioral terms or by identifying effective teaching competencies. The

    DepED Central Off ice and Regional Off ices are tasked to do this phase of the TSNA process. Phase II (Teacher Trainee

    Analysis) is the instrumentation to determine the current teacher competency levels in KSA terms which is done by the

    individual teacher at the school level. Phase III (Strength-Need analysis) is the analysis of the strengths and discrepancies

    between the standards set and the current teachers data on their competencies which is carried out at the school, cluster,

    District or Division level for their respective purposes related to teacher training/development.

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    Purpose of the NCBTS-TSNA

    1.5. Planning, Assessing and Reporting

    1.2. Learning Environment

    1.3. Diversity of Learners

    Specifically, the TSNA intends to:

    In order to realize the commitment to provide quali ty basic education through the Key Result Thrust (KRT2) of BESRA

    emphasizing the Professional Development of Teachers, the TSNA is conducted to gather data on the needs of teachers for

    their continuin trainin and develo ment.

    1.4. Curriculum

    An important aspect of the TSNA process is the utilization of its results that will serve as inputs in the preparation of Individual

    Plan for Professional Development Plan (IPPD) and in designing programs and activities for teachers at the school, division

    and regional levels. The consolidated TSNAs at the school, division and regional level inform the school improvement plan

    (SIP), Division Development Plan (DEDP) and the Regional Development Plan (REDP), with respect to the plans for

    professional development at the school, division and the regional levels.

    When established, the TSNA system ensures that teachers routinely use CBTS in making self-assessments of their current

    practices to identify their individual development needs, and that school heads, division and regional offices also routinely use

    CBTS in identifying teacher performance factors that affect school-wide learning outcomes (BESRA PIP, 2006 Version (PIP

    V.1, p. 21).

    1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis--vis the standards set by

    the NCBTS in each of the seven domains and 23 strands:

    1.1. Social Regard for Learning





    Job Analysis

    Competency Analysis


    Current KSA and


    KSA Required and

    Competency Standards




    Data Gathering

    Teacher Trainee

    Competency Strengths &

    Learning NeedsConsolidated TSNAResult

    Teacher's IPDP





    DEDPMaster Plans for



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    Expected Outputs

    The NCBTS and the KSAs Developed for the TSNA

    S=2 P= 5 KSA= 18S=5 P=17 KSA=59

    S=1 P=8 KSA=27

    S=7 P=22 KSA=78

    S=4 P=12 KSA=40

    S=1 P=6 KSA=18

    S=3 P=10 KSA=30

    S=23 P=80 KSA=270

    School-Based Implementation of the TSNA

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

    A. At the individual level:

    Domain 2: Learning Environment........................................

    Domain 3: Diversity of Learners..

    The principle of school-based management empowers the School Heads to provide instructional leadership and

    therefore they must be aware of the framework of the NCBTS that defines the concept of effective teaching. One of the

    ways by which School Heads can support the professional development of the teachers is when they have the first-

    hand information about the training needs of teachers. The NCBTS-TSNA tool intends to identify specific training needs

    of teachers, thus the School Heads and Schools Supervisors need to be knowledgeable of the features of the tool and

    its proper administration and results utilization.

    Domain 7: Personal and Professional Growth

    Total ..

    Consolidated TSNA results that reflect the general strengths and learning needs of the teachers in the school

    C. At the cluster/ /division level:Consolidated TSNA results of participating school teachers in a given cluster/division

    The TSNA tool is anchored on the NCBTS Framework set by the Department of Education. This contains seven integrated

    domains for effective teaching which are: Domain 1Social Regard for Learning; Domain 2Learning Environment; Domain

    3Diversity of Learners; Domain 4Curriculum; Domain 5 Planning, Assessing and Reporting; Domain 6Community

    Linkages; and Domain 7Personal Growth and Professional Development. Each domain has its corresponding strands and

    each strand has performance indicators. A total of seven domains, 23 strands and 80 performance indicators make up the

    NCBTS competency standards set by the DepED.

    Domain 1: Social Regard for Learning.................................

    A. Orientation of School Heads on the NCBTS and the TSNA

    Domain 5: Planning, Assessing and Reporting

    Domain 4: Curriculum

    KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):

    An Individual Teacher Scoring Template that contains TSNA results indicating the strengths and training needs in each of

    the seven domains and 23 strands.

    B. At the school level:

    Domain 6: Community Linkages

    1.6. Community Linkages

    1.7. Personal Growth and Professional Development

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

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    Schools within the Division are expected to form clusters. Each cluster should designate a Leader School. Leader

    School Heads and their respective NCBTS Coordinators become the Implementers of the TSNA across the schools

    within their clusters. School Heads from within each cluster are convened to go through parallel knowledge building and

    to conduct the TSNA for their own teachers. The District Supervisors will take the role of guiding and monitoring the

    TSNA system and procedures within the cluster or district.

    B. Schools-Cluster TSNA Implementation

    The orientation should therefore, involve clusters of School Heads with their respective NCBTS School Coordinators

    from Leader Schools and District Supervisors within each Division. The designation of the NCBTS school coordinator is

    upon the discretion of the School Head taking into consideratio

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