Ncbts-tsna Electronic Version for Distribution

8/12/2019 Ncbts-tsna Electronic Version for Distribution

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NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMEN

Background

THE TSNA SYSTEM FRAMEWORK

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

implementation of the %&BTS'TS%!.

The Teachers4 Strengths 5 %eeds !ssessment "TS%!#, is seen to be essential in the provision of quality professiona

aligned to the needs of the programs4 clientele. The TS%! determines the differences bet(een the actual situation "

"(hat should be# in terms of teacher4s competencies (ithin the department. )n this %&BTS'TS%! the actual si

competencies as perceived by the teacher. The profile of the teacher4s current competencies is compared to the %&BT

This TS%!, therefore, identifies the competency strengths as (ell as the gap bet(een the expected and the current te

6no(ledge, Skills, and !ttitudes "6S!s# that actually define the domains, strands and performance indicators of the %&B

The TS%! involves three essential stages of training needs analysis7 +hase ) "8ob !nalysis for Effective Teaching# is act

set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED &entral $ffice a

do this phase of the TS%! process. +hase )) "Teacher Trainee !nalysis# is the instrumentation to determine the curr

6S! terms (hich is done by the individual teacher at the school level. +hase ))) "Strength'%eed analysis# is th

discrepancies bet(een the standards set and the current teachers4 data on their competencies (hich is carried out

Division level for their respective purposes related to teacher training:development.


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Purpose of the NCBTS-TSNAPurpose of the NCBTS-TSNA

Specifically, the TS%! intends to7

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

2hen established, the TS%! system ensures that ?teachers routinely use &BTS in making self'assessments of their

individual development needs, and that school heads, division and regional offices also routinely use &BTS in identifying

affect school'(ide learning outcomes@ "BES! +)+, /00A -ersion "+)+ -.;, p. /;#.

)n order to reali9e the commitment to provide quality basic education through the 6ey esult Thrust "6T/# of BES! e

Development of Teachers, the TS%! is conducted to gather data on the needs of teachers for their continuing training an

;. Determine the competency gaps or learning needs in terms of 6S!s of individual teachers vis''vis the standards setseven domains and /= strands7

GAP

PHASE III

STRENGTH-NEED ANALYSIS

PHASE I

Jo Ana!"#$#

Competency Analysis

PHASE II

Current KSA and Competency

KSA Required and

Competency Standards

COMPETENCYASSESSMENT

Instrumentationata Gat!erin"

T%ac&%r Tra$n%%

Competency Stren"t!s #$earnin" Needs

Consolidated TSNA Result

Teac!er%s IPP

SIPEPSIP

EP


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;.C. &urriculum

;.. +lanning, !ssessing and eporting

;.A. &ommunity !%&E )%D)&!T$S "+#7

Domain ;7 Social egard for


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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

l development programs that are

hat is# and the desired condition

tuation is described the current

standards for effective teaching.

acher4s competencies in terms of

TS.

ually done by analy9ing nationally

nd egional $ffices are tasked to

ent teacher competency levels in

e analysis of the strengths and

at the school, cluster, District or


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6S!F ;1

6S!FK

6S!F/

6S!F1

6S!FC0

6S!F;1

6S!F=0

SA()0,

h of the seven domain and /=

ed domains for effective teachingomain CH&urriculumI Domain H

l Development. Each domain has

rformance indicators make up the

com ose the TS%! Tool (ith /0


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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#

) am fairly competent in the 6S! but need further training

"air#< ) have lo( competence in the 6S! and require urgent training

"


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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

/';'=.0 A/.;Q ' 1.0Q

;.;'/.0 =.;Q ' A/.0Q

;.00';.0 /.00Q ' =.0Q

&onsolidation of TS%! results is done electronically to report on TS%! of a given school, cluster or Division.

5t$6#to! of TSNA Resu$ts for the De"e$ope!t of PPDs

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.

Expert. -ery competent and can support other teac

Expere!ced. &ompetent in the 6S! but (ould bedevelopment

De"e$op!3. airly competent in 6S! and need fur

Be3!!!3.


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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

her*s improvement

efit from further training and

her training and development

e urgent training and

g these dimensions may also be

by the teacher (hile taking into

ontribute to(ards addressing theds in line (ith their o(n priorities+Ds.


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

I. PERSONAL DATA AND DETAILS OF CURRENT POSIT ION

1. Family Name (Last name) First Name

ANASCO GRAZIELLA

2. Gender FEMALE . Ci!il Stat"s Married

. *irt+ %ate 12 2 1,- . $lae /0 *irt+ NE MATINA %A3AO

MM DD YYYY

-.

&&,- RO4AS STREET S5RIGAO CIT6 $7ILI$$INES

*ip Code

'. Re:i/n 4III 9 CARAGA ,. %i!isi/n S5RIGAO CIT6

11. S+//l Name 12. S+

S5RIGAO CIT6 CENTRAL ELEMENTAR6 SC7OOL 122-1

1#. S+//l Address

%IEZ STREET S5RIGAO CIT6

1.

1,,- ,

1. S">?et Area C/nentrati/n@ Maa>ayan

Elem: En:lis+ Mat+ Siene $ili=in B 1 S/ial St"dies & 7/me E LD+//d 1 M"siArts$E &

Sec : En:lis+ Mat+ Siene $ili=in B & S/ial St"dies & Te+n/l. 7me E & $E7ealt+M"si &

1-. Grades Ta":+t in C"rrent $/siti/n

$re. 1. 2. . #. . . -. '. ,. 1&.

II. EDUCATIONAL ATTAINMENT

%e:ree Ma?/r S+//l

*a+el/r E$EMENTARY E+CATION SOCIAL ST5%IES NORT7EASTERN MIN%ANAO COLLEGESMasterDs Master o& Arts FILI$INO St. $a"l 5ni!ersity9S"ri:a/%/t/ral

Ot+ers

III. WORK EXPERIENCE PRIOR TO CURRENT POSITION (IMPORTANT: DO NOT INCLUDE CURRENT POSITION))

$/siti/n S">?ets Ta":+t Grade6r

TEAC7ER II MA$E 7EASI #

(Please use additional sheet if necessary)

Title S">?ets Area N/. 7/"rs

. SC!OLARS!IP/"RANTS RECEIED

Title S=/ns/rin: A:eny mm

I. OT!ER #UALIFICATIONS

C/ntat Address (City/State/Country)

Start %ate /0 Tea+in: Ser!ie (YYYY / MM)

I. TRAININ"S ATTENDED/CONDUCTED (Last 3 years)

XIII - CARAGA SURIGAO CITY

1


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&,&'-&1-2'2

n/ne

:ra;emel


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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 personsRA. 2 abide by the school policies and proceduresRIndicator 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 punctualityRIndicator 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 teachersRIndicator 1.1.4 Is careful about the eect of one!s behavior on students

At what level do I ...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 studentsRA1 .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

Do'a$n . LEARNING EN0IRONMENT

S*rand .( )r%a*%# an %n+$ron'%n* *&a* 1ro'o*%# ,a$rn%##

Indicator 2.1.1 Maintains a learnin# environment of courtesy % respect for dierent learners &e.#.ability' cul


K4

.6 understand the dynamics of teaching learners from diverse backgrounds "e.g. ability, culture, family background and gender#R

S5 /7 maintain a learning environment that promotes courtesy and respect for all learnersR

A3 /. sho( courtesy and respect to everyone at all timesRIndicator 2.1.2 )rovides #ender*fair opportunities for learnin#


K5 // understand the obectives, principles and strategies for 3ender and Development "3!D#R

S6 /0 provide gender fair learning opportunitiesR

A4 /1 uphold gender sensitivity in my dealings (ith learners and othersRIndicator 2.1.3 +eco#ni,es that every learner has stren#ths


K6 /2 understand the psychological foundations of learner*s gro(th and development

K.7 /3 kno(s about potentialities and uniqueness of individual learnersR

S.7 /4 provide learning activities that allo( all learners to reach their full potentialR

A5 /5 recogni9e leraner*s individual potentials and strengthsRS*rand .. Mak%# *&% c!a##roo' %n+$ron'%n* #a,% and conduc$+% *o !%arn$ng

Indicator 2.2.1 Maintains a safe and orderly classroom free from distractions


K.. /6 kno( the principles of classroom management, room structuring and safety measuresR

S.. 07 maintain a safe, clean and orderly classroom free from distractionsR

A6 0. sho( concern for a safe and conducive learning environmentRIndicator 2.2.2 Arran#es challen#in# activities in a #iven physical environment


K./ 0/ kno( various challenging activities that can be adapted in any given physical environmentR

S./ 00 conduct challenging learning activities despite physical environment constraintsR

A.7 01 sho( enthusiasm to conduct learning activities in any given situationRIndicator 2.2.3 -ses individual and cooperative learnin# activities to improve capacities of learners for hi#he


K.0 02 understand the importance and dynamics of both individual and cooperative learningR

K.1 03 kno( varied strategies for individual and cooperative learningR


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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 activitiesRS*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 learnersRIndicator 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 activitiesRIndicator 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 materialsRIndicator 2.3.4 0ommunicates and maintains hi#h standards of learnin# performance

At what level do I ...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 themselvesRS*rand .4 E#*a!$#&%# and 'a$n*a$n# con#$#*%n* #*andard# o, !%arn%r#5 %&a+$or

Indicator 2.4.1 andles 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

S/7 23 employ appropriate procedures and actions consistently (hen dealing (ith learners (ith behavioral problemsR

A.3 24 sho( a compassion and caring attitude in managing behavior problemsRIndicator 2.4.2 ives timely feedbac" to reinforce appropriate learners! behavior


K// 25 kno( the concept, importance and techniques of social reinforcementRS/. 26 provide timely and appropriate reinforcement on learners* behaviorRA.4 37 believe that positive reinforcement leads to improved learner behaviorRIndicator 2.4.3 uides individual learners re/uirin# development of appropriate social and learnin# behavior


K/1 3. understand the learners* social development stagesRK/2 3/ kno( different strategies that enhance learners* social developmentR

S// 30 use varied teaching'learning strategies that make use of social interactionR

A.5 31 sho( patience in managing different social and learning activitiesRIndicator 2.4.4 0ommunicates and enforces school policies and procedures for appropriate learner behavior

At what level do I ...K/3 32 kno( DepED:school policies and procedures on student disciplineRS/0 33 communicate and enforce policies and procedures related to students behaviorR

A.6 34 commit to enforcing school policies and proceduresRS*rand .6 )r%a*%# a &%a!*&" 1#"c&o!og$ca! c!$'a*% ,or !%arn$ng

Indicator 2..1 ncoura#es free e$pression of ideas from students


K/4 35 kno( the concepts and principles of democratic expression of ideasR

S/1 36 provide activities that (ill encourage respect and free expresssion of ideasR

A/7 47 encourage learners to express their ideas freely and responsiblyRIndicator 2..2 0reates stress*free environment


K/5 4. kno( the the elements and importance of establishing a stress'free learning environmentR

S/2 4/ manage conflicts and other stress'related situationsRS/3 40

initiate and create programs "e.g. child'friendly school system# and activities that promote stress'free environmentR

A/. 41 get involved in advocacy activities that create a stress'free environmentRIndicator 2..3 a"es measures to minimi,e an$iety and fear of the teacher and5or sub6ect


K/6 42 kno( about child'friendly teaching strategiesRS/4 43 encourage learners to develop a positive attitude to(ards their subect and teacherR


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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 7btains information on the learnin# styles' multiple intelli#ences and needs of learners


K07 45 understand the theories and concepts of multiple intelligences and learning stylesRS/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 learnersRS/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 di8culties of learners


K00 55 kno( teaching principles and strategies for addressing learners* needs and difficultiesRS0/ 56 pace lessons according to learners* needs and difficultiesRA/3 67 sho( flexibility in pacing lessons to support the needs of the learnersRIndicator 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 RS01 6/ keep track of students at riskR

S02 60 provide appropriate intervention programs for learners'at'riskR

A/4 61 appreciate the need to help students'at'riskR

Indicator 3.1.9 "ecogni#es ulti$cultural background of learners when providing learning opportunities


K02 62 kno( the cultural background of my students and its implications to my teachingRS03 63 provide appropriate learning activities to students (ith different cultural backgroundR

A/5 64 sho( appreciation for cultural diversitiesR

Indicator 3.1.: Adopts strategies to address needs of different l!$abled students


K03 65 kno( the educational psychology of learners (ith special needsR

S04 66 use appropriate strategies for learners (ith special needsR

A/6 .77 sho( sensitivity to learners (ith special needsR

Indicator 3.1.; &akes appropriate ad'ustents for learners of different socio$econoic backgrounds


K04 .7. understand the effects of socio'economic status on learning performanceRS05 .7/ determine the different socio'economic background of trainersR

S06 .70 use techniques to motivate learners of the lo(er socio'economic statusR

A07 .71 sho( fairness to all learners regardless of their economic statusR

Do'a$n 4 C5RRC545M

S*rand 4( Deo!str#tes #ster2 of the su78ect

Indicator 4.1.1 Delivers accurate and updated content knowledge using appropriate ethodologies(

approaches and strategies


K05 .72 have an updated content kno(ledge and teaching strategy in my subect areaRS17 .73 apply the updated content and appropriate strategies in my teachingR

A0. .74 commit to deliver accurate and updated content kno(ledgeRIndicator 4.1.2 Integrates language( literac! and )uantitative skill developent and values in his*her

sub'ect area


K06 .75 have kno(ledge about multi'disciplinary integrative modes and techniques of teachingRS1. .76 use multi'disciplinary integrative modes and techniques of teaching the subect areaR

A0/ ..7 support the integration of language, literacy, skill development and values in the learning activitiesR


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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

At what level do I ...K1. ..1 understand interrelation of topics:content (ithin the subect area taughtRS10 ..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 4.1.9 ,reates situations that encourage learners to use high order thinking skills


K10 ./7 understand the concept of critical thinking and the facets of understandingRS12 ./. engage learners in activities that develop higher order thinking skillsR

A03 .// patiently motivate learners to develop higher order thinking skillsR

Indicator 4.1.: 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 learningRICT ./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


K10 ./3 update myself (ith relevant scholarly (orks and ideas related to my subect areaR

S12 ./4 integrate scholarly (orks and ideas to enrich the lesson for the learnersRA03 ./5 sho( enthusiasm and openness to ne( learningRIndicator 4.1.< Integrates content of sub'ect areas with other disciplines


K10 ./6 kno( about other disciplines related to the subect ) am teachingRS12 .07 integrate content of subect area (ith other disciplinesR

A03 .0. appreciate integrative mode of teachingRS*rand 4. Cou!c#tes c$e#r $e#r!!3 3o#$s for the $esso!s th#t #re #ppropr#te for $e#r!ers

Indicator 4.2.1 Sets appropriate learning goals


K10 .0/ kno( the learning goals vis''vis specific subect content of the level ) am teachingRS12 .00 set doable and appropriate daily learning goals for the learnersR

A03 .01 reflectively choose appropriate learning goalsR

Indicator 4.2.2 nderstand the learning goals


K10 .02 understand the connection of the short'term goals to the long'term goals of learningRS12 .03 practice relating short'term goals to long term goals for learningR

A03 .04 value the learning goals set in the curriculumRS*rand 42 M#9e 3ood use of #$$otted !structo!#$ te

Indicator 4.3.1 Establishes routines and procedures to axii#e instructional tie


K10 .05 understand the principles and procedure of maximi9ing instructional timeRS12 .06 apply techniques of Mtime on taskM in planning and delivering lessonsR

A03 .17 observe discipline on time managementRIndicator 4.3.2 /lans lessons to fit within available instructional tie


K10 .1. kno( the principles and techniques of lesson planning considering the allotted instructional time RS12 .1/ design parts of the lesson (ithin available instructional timeR

A03 .10 sho( efficiency in the use of time to effectively attain learning goalsRS*rand 44 Se$ects te#ch!3 ethods: $e#r!!3 #ct"tes #!d the !structo!#$ #ter#$s

or resources #ppropr#te to the $e#r!ers #!d #$3!ed to o78ect"es of the $esso!

Indicator 4.4.1 ranslates learnin# competencies to instructional ob6ectives



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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 obectivesRIndicator 4.4.2 Selects' prepares' and utili,es technolo#y and other instructional materials appropriate to

the learners % learnin# ob6ectives


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

ICT .15 select and utili9e updated and appropriate technology:instructional materialsRICT .16 use appropriate technology resources to achieve curriculum standards and obectivesRS12 .27 prepare adequate and appropriate instructional materials for the learners and the learning obectivesRA03 .2. manifest resourcefulness in preparing instructional materialsRIndicator 4.4.3 )rovides activities and uses materials which =t the learners! learnin# styles' #oals and cultur


K10 .2/ kno( the principles of instructional material preparation for different types of learnersRS12 .20 use relevant activities and materials suited to the learning styles, goals and culture of the learnersR

A03 .21 believe in the need to provide activities and use materials appropriate to the learnersRIndicator 4.4.4 -ses a variety of teachin# approaches and techni/ues appropriate to the sub6ect matter

and the learners


K10 .22 understand the theories, approaches and strategies in teaching the subect areaR

S12 .23 use variety of teaching strategies and techniques appropriate to the learners and subect matterRA03 .24 sho( enthusiasm in using innovative and appropriate teaching techniquesRIndicator 4.4. -tili,es information derived from assessment to improve teachin# and learnin#


K10 .25 understand the proper utili9ation of assessment results to improve teaching and learningRS12 .26 use assessment results in setting learning obectives and learning activities R

A03 .37 appreciate the value of assessment in improving teaching and learningRIndicator 4.4.9 )rovides activities and uses materials which involves students in meanin#ful learnin#


K10 .3. kno( various educational theories "e.g. constructivism# and their implications to meaningful leaningRS12 .3/ apply relevant teaching approaches to achieve meaningful learningR

A03 .30 use improvised and indigenous materials for meaningful learningR.31 appreciate teaching approaches to meaningful learning "e.g., constructivism#R

S*rand 46 R%cogn$9%# g%n%ra! !%arn$ng 1roc%##%# a# 8%!! a# un$:u% 1roc%##%# o, $nd$+$dua! !%arIndicator 4..1 Desi#ns and utili,es teachnin# methods that ta"e into account the learnin# process


K10 .32 kno( different teaching approaches and strategies suitable to various learnersRS12 .33 have kno(ledge on general and specific learning processesR

A03 .34 apply teaching'learning methodologies that respond to general and specific learning processesR.35 recogni9e the need to design teaching methods apropriate to the learning processR

S*rand 4; Pro'o*%# 1ur1o#$+% #*ud"

Indicator 4.9.1 0ultivates #ood study habits throu#h appropriate activities and pro6ects


K10 .36 kno( the techniques in forming good study habitsRS12 .47 determine the current study habits of my studentsRA03 .4. provide appropriate learning tasks and proects that support development of good study habitsR

.4/ take extra time to help students form good study habitsRS*rand 4< D%'on#*ra*%# #k$!!# $n *&% u#% o, I)T $n *%ac&$ng and !%arn$ngIndicator 4.:.1 -tili,es I0 to enhance teachin# and learnin#


.40 kno( the nature and operations of )&T systems as they apply to teaching and learningR

.41 understand ho( )&T'based instructional materials:learning resources support teaching and learningR

.42 understand the process in planning and managing )&T'assisted instructionR

.43 design, develop ne( or modify existing digital:and or non'digital learning resourcesR

.44 use of )&T resources for planning and designing teaching'learning activitiesR

.45 use )&T tools to process assessment and evaluation data and report resultsR

.46 demonstrate proficiency in the use of computers to support teaching and learningR

.57 use )&T tools and resources to improve efficiency and professional practiceR

.5. value and practice social responsibility, ethical and legal use of )&T tools and resourcesR

.5/ sho( positive attitude to(ards the use of )&T in keeping records of the learnersR

Do'a$n 6 PLANNING7 ASSESSING AND REPORTING

S*rand 6( D%+%!o1# and u*$!$9%# cr%a*$+% and a11ro1r$a*% $n#*ruc*$ona! 1!an

Indicator .1.1 Shows proof of instructional plannin#


K10 .50 kno( the elements and process of developing an instructional plan "e.g. daily, (eekly, quarterly, yearly#R


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S12 .51 arrrange sequentially the learning units (ith reasonable time allotmentRA03 .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 planningR

Indicator .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:settingRA03 .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 testsRA03 .63 appreciate the value of testing as a tool to improve instruction and learning performanceRIndicator .2.2 mploys non*traditional assessment techni/ues &portfolio'6ournals' rubric' etc.(


K10 .64 kno( the concepts, principles and strategies of non'traditional assessmentRS12 .65 use appropriate non'traditional assessment techniquesRA03 .66 value the use of non'traditional assessmentRIndicator .2.3 Interprets and uses assessment results to improve teachin# and learnin#


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

A03 /7. interpret and use test results to improve teaching and learningR/7/ manifest fairness in the interpretation of test resultsR

Indicator .2.4 Identi=es teachin#*learnin# di8culties and possible causes and ta"es appropriate action to

address them


K10 /70 kno( the concept and principles of diagnostic testingRS12 /71 kno( the types of remedial lessons for slo( learnersRA03 /72 identify teaching'learning difficulties and possible causesR

/73 manage remediation programsRA03 /74 manifest (illingness and patience in conducting remediation programsRIndicator .2. -ses tools for addressin# authentic learnin#


K10 /75 kno( the concepts and principles of authentic learning assessmentRS12 /76 utili9e appropriate tools for assessing authentic learningRA03 /.7 enthusiastically develop and use tools for assessing authentic learningR

S*rand 62 Mon$*or# r%gu!ar!" and 1ro+$d%# ,%%dack on !%arn%r#5 und%r#*and$ng

o, con*%n*Indicator .3.1 )rovides timely and accurate feedbac" to learners to encoura#e them to re>ect on and

monitor their own learnin# #rowth


K10 /.. kno( the principles of giving and receiving feedback on learners* progressRS12 /./ use strategies for giving feedback:reporting progress of individual learnerRA03 /.0 motivate learners* to reflect and monitor their learning gro(thR

A03 /.1 consistently provide timely and accurate feedbackRIndicator .3.2 ?eeps accurate records of #rades5performance levels of learners


K10 /.2 kno( the current guidelines about the grading systemRS12 /.3 maintain accurate and updated learners* recordsR

S*rand 64 )o''un$ca*%# 1ro'1*!" and c!%ar!" *o !%arn%r#7 1ar%n*# and #u1%r$or# aou*

1rogr%## o, !%arn%r#Indicator .4.1 0onducts re#ular meetin#s with learners and parents to respect learners! pro#ress


K10 /.4 kno( the dynamics of communicating learners* progress to students, parents and other stakeholdersRS12 /.5 plan and implement a comprehensive program to report learners* progress to students and parentsRA03 /.6 manifest accountability and responsibility in communicating the learners* progress to intended stakeholdersR

Indicator .4.2 Involves parents to participate in school activities that promote learnin#


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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 progressRA03 /// 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 9.1.1 Involves community in sharin# accountability for learners! achievement


K10 //0 kno( the programs, proects, and thrusts of DepEd on school'community partnershipRS12 //1 involve the community in the programs, proects and thrusts of the schoolRA03 //2 promote shared accountability for the learners* achievementRIndicator 9.1.2 -ses community resources &human' material( to support learnin#


K10 //3 kno( the various community resources available to enhance learningRS12 //4 use available community resources "human, material# to support learningRA03 //5 recogni9e community resources to support learningRIndicator 9.1.3 -ses community as a laboratory for learnin#


K10 //6 kno( strategies for experiential learning outside the classroomRS12 /07 make use of the community as a laboratory for learningRA03 /0. appreciate the (orld as a learning environmentRIndicator 9.1.4 )articipates in community activities that promote learnin#


K10 /0/ kno( the teacher*s social responsibilityRS12 /00 link (ith sectors for involvement in community (orkRA03 /01 sho( enthusiasm in oining community activitiesRIndicator 9.1. -ses community networ"s to publici,e school events and achievements


K10 /02 kno( the dynamics of community net(orking and information disseminationRS12 /03 communicate the school events:achievements through community net(orksRA03 /04 share information on school events:achievements to the communityRIndicator 9.1.9 ncoura#es students to apply classroom learnin# to the community


K10 /05 kno( the social realities outside the classroom to make learning relevantRS12 /06 provide learning activities ensuring their application to the communityRA03 /17 sho( sensitivity to the needs of the communityR

Do'a$n < PERSONAL GROWTH AND PROFESSIONAL DE0ELOPMENT

S*rand


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K10 /20 update myself (ith recent developments in educationRS12 /21 apply updated kno(ledge to enrich teaching practiceRA03 /22 manifest openness to recent developments in educationRIndicator :.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 practiceRS12 /24 link (ith other institutions and organi9ations that are helpful to the teaching professionRA03 /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 :.3.1 +e>ects on the /uality of his5her own teachin#


K10 /26 kno( the techniques and benefits derived from theory'guided introspectionRS12 /37 make a self assessment of my teaching competenciesRA03 /3. desire to improve the quality of my teachingRIndicator :.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 systemRS12 /30 actively seek feedback from a range of people to improve my teaching performanceRA03 /31 manifest positive attitude to(ards comments:recommendationsRIndicator :.3.3 Accepts personal accountability to learners! achievement and performance


K10 /32 kno( my accountability and responsibilities to(ard students* learning performanceRS12 /33 examine myself vis'a'vis my accountability for the learners and to the teaching professionRA03 /34 accept my personal accountability to the learnersRIndicator :.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'evaluationRS12 /36 identify my strengths and (eaknesses as a person and as a teacherRA03 /47 manifest determination to become a better person and teacherR

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S=MMARY OF RES=LTS ?N)BTS-TSNA@Teac!er< GRA*IE$$A ANASCO

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%

INTERPRETATION BY DOMAIN C STRAND

Do'a$n and S*rand# Scor%

D( Soc$a! R%gard ,or L%arn$ng

S.). Teac!er actions demonstrate 'alue &or learnin"

S.)/ emonstrates t!at learnin" is o& di8erent ,inds and &rom di8erent sources

D. L%arn$ng En+$ron'%n*

S/). Creates an en'ironment t!at promotes &airnessS/)/ Ma,es t!e classroom en'ironment sa&e and conduci'e to learnin"

S/)0 Communicates !i"!er learnin" e9pectations to eac! learner

S/)1 Esta:lis!es and maintains consistent standards o& learners% :e!a'ior

S/)2 Creates a !ealt!y psyc!olo"ical climate &or learnin"

D2 D$+%r#$*" o, L%arn%r#

S0).etermines> understands and accepts t!e learners% di'erse :ac,"round ,no?led"e

D4 )urr$cu!u'

S1). emonstrates mastery o& t!e su:@ect

MSc

S.). S.)/ Total.

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

S0). Tota l0

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

7)77

.)77

Su''ar" o, TSNA R%#u!

B" M%an Sca!% Scor%

S*rand# C Do'a$n

M%an

Scor%

S.). S.)/ Total.

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

S0). Total0

S1). S1)/ S1)0 S1)1 S1)2 S1)3 S17B

.7B

/7B

07B

17B

27B

37B

47B

57B

67B

.77B

Su''ar" o, TSNA R%#u!*

B" Scor%

S*rand# and Do'a$n

Scor%


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

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


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D understands and accepts t!e learners% di'erse :ac,"round ,no?led"e

emonstrates mastery o& t!e su:@ect

Communicates clear learnin" "oals &or t!e lessons t!at are appropriate &or learners

Ma,e "ood use o& allotted instructional time

Selects teac!in" met!ods> learnin" acti'ities and t!e instructional materials

Reco"nies "eneral learnin" processes as ?ell as unique processes o& indi'idual learners

Promotes purposi'e study

emonstrates s,ills in t!e use o& ICT in teac!in" and learnin"

e'elops and utilies creati'e and appropriate instructional plan

e'elops and uses a 'ariety o& appropriate assessment strate"ies to monitor

Monitors re"ularly and pro'ides &eed:ac, on learners% understandin"

Communicates promptly and clearly to learners> parents and superiors a:out

Esta:lis!es learnin" en'ironment t!at respond to t!e aspiration o& t!e community

Ta,es pride in t!e no:ility o& teac!ers as a pro&ession

(uilds pro&essional lin,s ?it! collea"ues to enric! teac!in" practice

Reects on t!e e9tent o& t!e attainment o& pro&essional de'elopment "oals


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Ma9Score omain

37 .

./ .

17 /

17 /

23 /

37 /17 /

.75 0

.75 1

/1 1

/1 1

51 1

.3 1

.3 1

17 1

11 2

35 2

/1 2

/1 2

4/ 3

15 4

/1 4

15 4


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omain escription. SOCIA$ REGAR JOR $EARNING/ $EARNING ENIRONMENT0 IERSITY OJ $EARNERS1 C+RRIC+$+M2 P$ANNING> ASSESSING AN REPORTING

3 COMM+NITY $INKAGES4 PERSONA$ GROFTH AN PROJESSIONA$ EE$OPMENT


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Teac!er $astName JirstName MI Sc!oolI Gender7/51.37 ANASCO GRA*IE$$A G .0//4. JEMA$E


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Grades YStart MStart En"E Mat!E ScienceE1>2>3 .664 6 7 7 7


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P!ilE Ma,.E Ma,/E Ma,0E Ma,1E En"S Mat!S7 . 7 . 7 7 7


51/64

ScienceS P!ilS Ma,.S Ma,/S Ma,0S Ma,1S7 7 7 7 7 7


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Ma@ore" Ma@orMast Ma@orP! Ma@orOt!erSOCIA$ ST+IES JI$IPINO


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Sc!oolI Sc!oolName Re"ion i'ision.0//4. S+RIGAO CITY CENTRA$ E$EMENTA III D CARAGA S+RIGAO CITY


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istrict Pu:Pri $e'el SPE CentMain Pu:lic Elementary 7 .


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Grad%# )onca* 1>2>3>S*r$1La#*1>2>3

1>

2>3>


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AniniDy (ar:aaAniniDy CS ..1606 (a!oyanDYapo ES ..1624(ayoDCrispin ) +nica MS ..1617 ..1625Casay ES ..161. (inan":an" PS ..1626

..162. Cadiao PS ..1637I:a ES ..161/ CapoyuDan ES ..163.

I"pal"e ES ..1610 Esparar ES ..163/I"tumarom ES ..1611 Gua ES ..1630$isu: ES ..1612 I"pal"e ES ..1631Ma"dalena ES ..1613 IpilDinalinan ES ..1632Mila"rosa PS ..1614 $um:oyan ES ..1633NasuliDC PS ..1615 Ma"tulis ES ..1634NatoD(utuan ES ..1616 .452.3San Jrancisco ES ..162/ Mayos ES ..1635San Ramon PS ..1620 Nariron" PS ..1636San RoqueDEpeleta ES ..1621 San Antonio ES ..1647

..1627 Soli"ao PS ..164.Ta"aytay PS ..1622 Ta:on"ta:on" ES ..164/Talisayan ES ..1623

)


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(elison (u"ason" Caluya(elison CS ..1640 .4527. ..2770

..1641 ..165. ..2771(uena'ista ES ..1642 ..165/ ..2772Concepcion ES ..1643 ..1650 ..2773Maradiona ES ..1644 ..1651 ..27.0

Mo@on ES ..1645 ..1652 ..2774Rom:an" ES ..1646 ..1653 ..2775..1657 Cu:ay ES ..1654 ..2776

.452.2 ..27.7

..1655 ..27..I"soro ES ..1667 Im:a ES ..27./

..166. ..27.1

..166/ ..27.2Maray ES ..1660 .4527/Na?ili ES ..1661 ..27.3

..1656 ..27.4

..1662 ..27.5

..1663 ..27.6

..1664 ..27/.Talisay ES ..1665 ..27//Tica PS ..1666 ..27/0

..2777 ..27/2Yapu ES ..277. ..27/3

..277/

ElementaryElementaryElementaryElementary

Central ElementaryD CentralElementary

D Primary

ElementarySa:an" Elementary

D

ElementaryElementaryPrimaryElementaryElementaryElementaryElementaryElementaryElementaryElementary

DElementaryElementary


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Culasi Hamtic Nort! Hamtic Sout!Alo@ipan ES ..27/4 (iaDan ES ..2737(a"acay ES ..27/5 ..273. Apdo ES(alacD(alac PS .452./ (ud:udan PS ..2730 Asluman ES(at:atan ES ..27/6 ..2732 (on":on"an ES(atonan ES ..270/ (u!an" ES ..2731 (ot:ot ES

(atonan Sur PS .452.0 Cantulan ES ..2734 Calac@a II ES(itadton ES ..2700 el Pilar ES ..2735 Calala ES(uena'ista ES ..2701 Hamtic CS ..2736 Ja:rica ES(u!i ES ..2702 ..2747 Guintas ESCamanci@an ES ..2703 I":ical ES ..274. I":uca"ay ESCaritDan ES ..2704 ..274/ $ana" ESCulasi CS ..2705 Iraya ES ..2740 $ina:an ESCulasi Nort! ES ..2706 $a Pa ES ..2741 M) (uyco ESESPERAN*A ES ..2717 Malando" ES ..2742 M)) elasco MES

..271. Masana" ES ..2743 Mapata" ESJlores ES ..271/ Miacton ES ..2744Ka?it PS ..2707 Piape III PS .452.. MoscosoDRios CS

..2710 Piapi ES ..2745 Pili ESMa"Dayad PS ..270. ..2746 PuDao ESMa"saysay ES ..2711Malacaan" ES ..2712 Tina ESMalalison ES ..2713 illa'ert MESMani"uin ES ..2714Na:a PS ..2715Osorio ES ..2716Panin"ayan PS ..2727

San Antonio ES ..272/San uan ES ..2720

..2721San Pascual PS ..2722San icente ES ..2723

Tomao PS ..2725alderrama ES ..2726

D

D

*a:ala LCaridad

ElementaryES LCaroman"ay

D D

D


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$auaDan $i:ertad Pandan..2752 ..2.77 ..2./3..2757 Canituan PS ..2.7. (ulanao ES ..2./4 Aracay PS..275. Capnayan PS ..2.7/ Codion" PS ..2./5..275/ CasitDan ES ..2.70 I"ca"ay PS ..2./6..273/ Guiamon PS ..2.71 $i:ertad CS ..2.07 (ot:ot ES

..2733 Guin:an"aDan ES ..2.72 $indero ES ..2.0. (uan" PS..2750 Guisi@an ES ..2.73 Pa ES ..2.00

..2753 a"uiquican ES ..2.74 ..2.0/

..2754 $actudan PS ..2.75 Pucio ES ..2.01

..2755 $ataon PS ..2.76 San uan PS ..2.02

..2756 $auaDan CS ..2..7 San Roque ES ..2.03

..2767 $eon PS ..2... Ta:oc ES ..2.04 Guia ES

..276. $i:erato PS ..2../ Tini":as ES ..2.05

..276/ ..2..0 Tinindu"an PS ..2.06

..2760 $u"ta ES ..2..1 +nion ES ..2.17

..2751 $upaDan ES ..2..2

..2761 Maria ES ..2..3

..2762 May:un"a PS ..2..4 Napuid ES

..2763 Oloc ES ..2..5

..2764 Omlot PS .452.1 Pandan CS

..2765 Pandanan PS ..2..6 Patria ES

..2766 Panin"ayan PS ..2./7San Ramon PS ..2./.Santia"o ES ..2.//

..2./0Ti"un!ao PS ..2./1 Sta) Je ES

ir"inia PS ..2./2Ta:ay ESTalisay ESTin"i: PS

Ma"luyan> Sr) MS

)Tam:a"a!

)

DD

D

D

)

)


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Patnon"on I Patnon"on II San ose..2.1. Amaron" PS ..2.41 CaritDan CS ..2.60..2.1/ Ap"a!an ES ..2.42 Cuyapiao ES ..2.61..2.10 Aureliana ES ..2.43 ..2/7/ Ata:ay ES..2.11 (ay:ay ES ..2.44 Gella ES ..2.62 (adian" ES..2.12 (itas ES ..2.45 ..2.63 (a"um:ayan ES

..2.13 ..2.46 ..2.64 (anusin"DSerdena ES..2.14 I":uri ES ..2.57 $a Rio@a ES ..2.66 (ariri ES

..2.15 I"capayas PS ..2.65 Macarina ES ..2/77

..2.16 ..2.5. Ma"aran" ES ..2/7.

..2.27 ..2.5/ ueon PS ..2/70 uro" PS

..2.2. Padan" ES ..2.50 ..2/71

..2.2/ ..2.51 Samala"ue ES ..2/72

..2.20 ..2.52 ..2/73 I":on"lo PS

..2.21 ..2.53 Ti"Dan",al PS ..2/74 Ina:asan ES

..2.22 Tamayoc ES ..2.54 Ti":alo"o ES ..2/75 $u"utan PS

..2.23 ..2.55 illa Cru PS ..2/.7 May:ato ES

..2.24 ..2.56 ..2/.. Mo@on ES

..2.25 ..2.67 PantaoDI":on"lo ES

..2.37 ..2.6.

..2.3. ..2.6/

..2.3/

..2.30 San Jernando ES

..2.31

..2.32

..2.33

..2.34

..2.35

..2.36

..2.47

..2.4.

..2.4/

..2.40

MS SPE Center

MSTalidon" ES

D

A:ellon Sr)

ES Salaar r) MS

Sc!) Capadocia MS )

D D

MS alipe ES

ES

a"o!oy MS ES


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San Remi"io I San Reme"io II Se:aste.45276 Anin"alan ES ..2/01 A"ricula PS ..2/2/ A:iera ES..2/./ (aran":an" ES ..2/02 Ale"ria PS ..2/20 A"uila ES..2/.0 Ca:ia?an ES ..2/03 Ata:ay PS ..2/21 Ale"re ES..2/.1 Cacao PS .45270 (a"um:ayan PS ..2/22..2/.2 Cadolonan ES ..2/04 (an:anan PS ..2/23

..2/.3 Cala"Ditan CS ..2/05 (a?an" ES ..2/24 Callan ES..2/.4 Cara?isan ES ..2/06 (u"o CS ..2/25 Idio ES

..2//1 Carmelo ES ..2/17 (ulanD(ulan ES ..2/26

..2/.5 Carmelo I PS ..2/1. Ca:un"aDan PS ..2/37 P) a'ier PS

..2/.6 General $una ES ..2/1/ General Jullon ES ..2/3.

.45275 I"uirindon ES ..2/10 Insu:uan PS ..2/3/

..2//7 $a +nion ES ..2/11 $apa, PS ..2/30

..2//. Ma"dalena ES ..2/12 ..2/31

..2/// Mara"u:du: ES ..2/13 Orquia PS ..2/32

..2//0 Na":an"i I ES ..2/14 Osorio I ES ..2/33

..2//2 Na":an"i II ES ..2/15 Osorio II ES ..2/34

..2//3 ..2/16 Panpanan I ES ..2/35

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