The NCBTS-TNA for Teachers

8/3/2019 The NCBTS-TNA for Teachers

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SLE 4:

The NCBTS-TSNA Tool:Use and Interpretation


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Be familiar with the NCBTS-TSNA Tooland the guidelines for its administration

Appreciate the importance of the NCBTS-TSNA Tool in the planning and designing

professional development interventionsand delivery modes for teachers

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Learning Objectives


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Discussion on TSNA: Is Teacher Strengths &Training

Needs Assessment (TSNA)important? Why?

Do you know of existing TSNA tools thatyou can use for teachers INSET?

What can happen if INSETs are not

based on TNAs?


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Research says

Gap exists between current provision ofINSET and the regional vision for qualityin-service teacher development

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Strive Baseline Research on In-Service Teacher Education in

Bohol, Northern Samar andvalidated in Negros Oriental revealmajor findings:


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Research says

Lack of regional and division structures for

the systematic delivery of quality INSETprograms for teachers

Laxity of implementation of policies andstandards and the conduct of trainingprograms

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Research says

INSET is wanting of effective

systems and proceduresincluding the lack ofsystematic TSNA processes,delivery modes and technologies

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On the lack of systematic TNAprocesses

Attributed to not having accurateinformation on the training needs ofteachers.

65 % of school heads are not aware of TSNAinstruments to assess training needs ofteachers.

Orders and memoranda and results ofachievement tests heavily used in theselection of INSET content.

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INSET content generally not TSNA-based.

Topics are merely cascaded fromseminars attended in the higher levels.

Some are from professional magazinesor consultations from TICs and Master

Teachers.

Moreover, some topics are not relevantand some strategies are inappropriate.

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On the lack of systematic TSNAprocesses


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On the lack of systematic TSNAprocesses Content of trainings had becomerepetitive and that they found them awaste of time.

Topics are not suited to the grade levelor learning area they are handling.

Expressed appreciation in the use ofmultimedia in a few INSET programs.

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in teacher competencies against the national

standards of the DepEd. It is expressed

in terms ofknowledge, skills, and

attitudes

TSNA is the determination of the differencesbetween the actual condition (what is)

and the desired condition (what should be)


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Difference

PHASE III

Difference

Analaysis

PHASE I

Job Analysis for

EffectiveTeachingCompetency Analysis

TSNA Data(Competency Strengths &Deficiencies /PriorityLearning Needs)

PHASE II

Teacher Trainee

Analysis

Instrumentation

Data Gathering

TeacherStrengths and

Training NeedsAnalysis

KSAs Required andCompetency Standards

Current KSAs andCompetency


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Skillis a psychomotor ability needed to

perform teaching effectively. It can bephysical or mental

Outputs are results, products, information, events,decisions of performance in teaching.

Competencyis a focused grouping of knowledge,skills, attitude critical in the performanceof teaching and production of learningoutcomes.

Knowledge is an awareness or understanding ofinformation such as facts, concepts and principles.It is necessary competency in teaching.

Attitudeis a state of mind or feeling in regard to somematter. It includes values, beliefs and ways of

behaving.


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KNOWLEDGE

(APPROPRIATETECHNIQUES)

ATTITUDE

(RESPECT ANDCONCERN FOR

INDIVIDUALLEARNERS

SKILLS

(USING VARIEDTECHNIQUES FOR

VARIOUSLEARNERS

Example:


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What are ways by which you have

reflected on the quality of your teaching? Have these ways reflected the true picture

of your teaching practice?

How have these ways helped you to seewhat competencies you need to developfurther?

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The Good News

The NCBTS-TNA Tool!It is anchored on the NationalCompetency-Based Standards forTeachers

It is a Self-Assessment tool, NOT aperformance rating instrumentIt is based on the principle of individualaccountability for continuous professional

learning. 15


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Accomplishing theTSNA Tool

a)Manual Version

b) Electronic version

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Plenary: Scoring for the Manual Version

You will be provided with an Instruction forScoring, Scoring Template, and an IndividualTeacher Profile Template.

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Plenary:Scoring starts on the individual answer sheet.

1.Get the equivalent score for each KSA using thenumerical equivalent for the descriptor of theresponse (L-1, F-2, S- 3, H-4) Do this per cluster

of KSA in a particular competency indicator (P).

2. Compute the sum of the scores of all KSAs foreach cluster indicator. Divide the sum by the

number of items in each competency indicator toget the mean score. Write the mean scores on thecells beside each competency indicator (C).

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Plenary:

3. Compute the sum of all the CompetencyIndicators for each Strand (S). Divide the sum bythe total number of indicators in a strand. The valuebecomes the mean score of the teacher for the

strand. Write the mean score on the cell besideeach strand.

4. Compute the sum of all the Strands within each

Domain (D). Divide the sum by the number ofstrands in each domain. Write the mean score onthe cell beside each Domain.

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Summary of the Distribution of the Domains, Strands,Indicators and the KSAs of the TSNA.

Domains Strands Indicators KSA

D 1 Social Regard for 2 5 18

Learning

D2 Learning Environment 5 17 59

D3 Diversity of Learners 1 8 27

D4 Curriculum 7 22 78 D5 Planning, Assessing & Reporting 4 12 40

D6 Community Linkages 1 6 18

D7 Personal Growth and 3 10 30

Professional Development

Total 23 80 270


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Per KSA score

Code for Interpretation

Competency level

H-High (4) My level of competence in the KSA is high. This is my

strength. Although not a priority training or professionaldevelopment need, I should continue to enhance thiscompetency.

S-Satisfactory (3) My level of competence in the KSA is satisfactory,but I would benefit from further training and

professional development.F-Fair (2) My level of competence in the KSA is fair. And I need

further training and professional development as apriority.

L-Low (1) My level of competence in the KSA is low. I urgently

need training and professional development.


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Teacher Professional Development Index (TPDIndex) for each Domain.

Competency Labels for Description

Level the Index

3.51 4.00 Expert Teacher has almost all thecompetencies for effective teaching at

high level. These are the identifiedstrengths. Strengths have to besustained and enhanced; howeverprofessional development needs haveto be continuously address.

2.51-3.50 Experienced Teacher has majority of thecompetencies at high level for effectiveteaching. Strengths have to beenhanced. Training and professionaldevelopment needs to be addressed.

Teacher Professional Development Index (TPDIndex) for each Domain.


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Teacher Professional Development Index (TPD Index) foreach Domain

Competency Labels for Description

Level the Index

1.51 2.50 Developing Teacher has average of allthe competencies at high levelfor effective teaching. These

strengths have to beenhanced; however, trainingneeds have to be addressedas priority.

1.00 1.50 Beginning Teacher has very few of thecompetencies at high level foreffective teaching. Trainingneeds have to be given priorityand addressed urgently.


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Plenary:Scoring starts on the individual answer sheet. (Example)

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Domain 1: Social Regard for Learning D1 3.01+3= 3.0

S1: Teachers action demonstrate value for

learningS1= 3.01

L(1)

F(2)

S(3)

H(4)

KSA 1 /2 /

3 / 14/5= 2.8

4 /

5 /C1 1,2,3,4,5 2.8

C2 6,7,8 4.0

C3 9,10,11 3.0

C4 12,13,14,15 2.25


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Plenary:Scoring starts on the individual answer sheet. (Example)

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Domain 1: Social Regard for Learning D1- 3.01+ 3.0= 3.0

S2: Demonstrates that learning is of different S2= 3.0

L(1)

F(2)

S(3)

H(4)

KSA 16 /

17 / 9/3=3

18 /

C1 16,17,18 3.0


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Domain Strand Competency Strand Competency

D1 S1 C1 C2 C3 C4 S2 C1

IndexValues

3.0 3.0 2.8 4.0 3.0 2.25 3.0 3.0

Index ValueDescriptor

Expr. Expr. Expr. Expt. Expr. Dev. Expr. Expr.

Individual Scoring Template Sample Domain 1

D1 = S1+ S2 / 2

S1 = C1 + C2 + C3 + C4 / 4

S2 = C1 / 1

C = K+S+A / n


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Teacher Profile in Bar Graph

3.51-4.00 Expert

2.51-3.50 Experienced

1.51 2.50 Developing

1.00 1.50 - Beginning

3.02.8

3.0

4.0

3.0

2.25

3.03.0


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Plenary: School Consolidation of TSNAResults:

Each School will have to consolidate

the results of all teachers TSNA scores.

A Consolidation Template is provided. Anelectronic version for this purpose will

soon be in place for your use.

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http://f/NCBTS-TNA%20Orientation%20Package_July08%20Version/SLEs%20July08%20Version/SLE%204,%205/SLE%204/School%20Consolidation%20of%20NCBTS_TNA.dochttp://f/NCBTS-TNA%20Orientation%20Package_July08%20Version/SLEs%20July08%20Version/SLE%204,%205/SLE%204/School%20Consolidation%20of%20NCBTS_TNA.doc

The NCBTS-TNA for Teachers

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