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Background

THE TSNA SYSTEM FRAMEWORK

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.

NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT

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

GAP

PHASE III

STRENGTH-NEED ANALYSIS

PHASE I

Job Analysis

Competency Analysis

PHASE II

Current KSA and

Competency

KSA Required and

Competency Standards

COMPETENCY

ASSESSMENT

Instrumentation

Data Gathering

Teacher Trainee

Competency Strengths &

Learning NeedsConsolidated TSNAResult

Teacher's IPDP

SIP

DEDPSIP

DEDP

SIP

DEDPMaster Plans for

Professional

Development

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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