TSNA E Version

7/21/2019 TSNA E Version

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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, and further validated by the TED+'T/0 "Teacher Education Develop

0roup 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 and the monitoring and ev

implementation of the %&BTS'TS%!.

The Teachers1 Strengths 2 %eeds !ssessment "TS%!#, is seen to be essential in the provision of quality professiona

aligned to the needs of the programs1 clientele. The TS%! determines the differences bet(een the actual situation "

"(hat should be# in terms of teacher1s competencies (ithin the department. )n this %&BTS'TS%! the actual si

competencies as perceived by the teacher. The profile of the teacher1s 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

3no(ledge, Skills, and !ttitudes "3S!s# that actually define the domains, strands and performance indicators of the %&B

The TS%! involves three essential stages of training needs analysis4 +hase ) "5ob !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

3S! 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 teachers1 data on their competencies (hich is carried out

Division level for their respective purposes related to teacher training7development.


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Purpose of the NCBTS-TSNAPurpose of the NCBTS-TSNA

Specifically, the TS%! intends to4

8.8. Social egard for 9earning8.:. 9earning Environment

8 ; Diversity of 9earners

!n important aspect of the TS%! process is the utili6ation 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)+#, Division Development +lan "DED+# and

"ED+#, (ith respect to the plans for professional development at the school, division and the regional levels.

/hen established, the TS%! system ensures that


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8.A. &urriculum

8.. +lanning, !ssessing and eporting

8.?. &ommunity 9inkages

8.C. +ersonal 0ro(th and +rofessional Development

:. &onsolidate the TS%! results at the school, cluster, and division levels.

Expected OutputsExpected Outputs

Based on the purpose stated above, the TS%! is expected to yield the follo(ing specific outputs4

A. At the !d"du#$ $e"e$%

&onsolidated TS%! results that reflect the general strengths and learning needs of the teachers in the school

&onsolidated TS%! results of participating school teachers in a given cluster7division

The NCBTS #!d the SAs De"e$oped for the TSNA

3S! Specifications of the C D$!)%S, :; ST!%DS "S#, and > +E$!%&E )%D)&!T$S "+#4

Domain 84 Social egard for 9earning..................... ............ SF: +F

Domain :4 9earning Environment...................... ................. . SF +F8C

Domain ;4 Diversity of 9earnersGGGGGGGGGGGGGG.. SF8 +F

Domain A4 &urriculumGGGGGGGGGGGGGGGGGGG SFC +F::

Domain 4 +lanning, !ssessing and eporting GGGGGGGG SFA +F8:

Domain ?4 &ommunity 9inkages SF8 +F?

Domain C4 +ersonal and +rofessional 0ro(th SF; +F8>

Tot#$ .. S()* P(+,

Schoo$-B#sed p$ee!t#to! of the TSNASchoo$-B#sed p$ee!t#to! of the TSNA

!n )ndividual Teacher Scoring Template that contains TS%! results indicating the strengths and training needs in eastrands.

B.

At the schoo$ $e"e$%

C. At the c$uster/ /d"so! $e"e$%

The TS%! tool is anchored on the %&BTS rame(ork set by the Department of Education. This contains seven integra(hich are4 Domain 8HSocial egard for 9earningI Domain :H9earning EnvironmentI Domain ;HDiversity of 9earnersI+lanning, !ssessing and eportingI Domain ?H&ommunity 9inkagesI and Domain CH+ersonal 0ro(th and +rofessiona

its corresponding strands and each strand has performance indicators. ! total of seven domains, :; strands and > pe%&BTS competency standards set by the DepED.

The domains strands and erformance indicators (ere translated to s ecific 3no(led e Skills and !ttitudes 3S!s to

A. Ore!t#to! of Schoo$ He#ds o! the NCBTS #!d the TSNA


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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 utili6ation.

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 0uide 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 (ith4 "a# a deeper understanding of the

of the domains, strands, and performance indicators, and the identification of the 3S!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 9eader School. 9ead

respective %&BTS &oordinators become the


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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

ment +rogram'Technical /orking

ructured learning session guides,

luation 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.

acher1s competencies in terms of

TS.

ually done by analy6ing 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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f )ndividual +lan for +rofessional

s. The consolidated TS%!s at the

the egional Development +lan

current practices to identify their

teacher performance factors that

phasi6ing the +rofessional

d development.

y the %&BTS in each of the

SIP

EP

Master Plans &or

ro&essional e'elopment


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3S!F 8

3S!FK

3S!F:C

3S!FC

3S!FA>

3S!F8

3S!F;>

SA()0,

h of the seven domains and :;

ed domains for effective teachingomain AH&urriculumI Domain H

l Development. Each domain has

rformance indicators make up the

com ose the TS%! Tool (ith :C>


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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 9eader Schools and

of the School Jead taking into

transfer of the technology to

%&BTS frame(ork, the meaning

ntent of the TS%! tool and its

r School Jeads and their

. School Jeads from (ithin each

The District Supervisors (ill take


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GETTING STARTED WITH THE N'BTS-TSNA SELF-ASSESSMENT T

Code !terpret#to!

J

"Jigh#

S

"Satisfactory#

"air#9 y level of competence in the 3S! is lo(. ) urgently need training and development

" 9o(#

B. The E$ectro!c Se$f-Assesse!t Too$

This Electronic Self'!ssessment Template consists of three (orksheets labelled as4

L MSelf'!ssessmentM ' green'colored tab is the TS%! instrument

L MSummaryM ' yello('colored tab displays the result of assessment after all TS%! items have been accomplished

8. ill in the Teacher +rofile. Data provided here shall feed into the Juman esource )nformation System of DepEd

:. !fter completing the Teacher +rofile, proceed to the Self'!ssessment /orksheet by clicking on the MSelf !ssessmentM tab

;. )n the Self !ssessment (orksheet, click on the appropriate checkbox that corresponds to your ans(er for each 3S!

The TS%! Tool is a self'assessment exercise that is introduced by the School Jead7%&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

(ith 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 com

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

indicators are electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the instru

Se$f-Ad!str#to! of the TSNA Too$!. The TS%! esponsesThe instrument contains clusters of 3S!s specific to a particular performance indicator (ith a common stem4

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

9o( "9#.

The reference codes presented belo( guide the respondent in registering her7his self'assessment for each 3S!4

y level of competence in the 3S! is high. This is my strength, although not apriority training 2 development need.

y level of competence in the 3S! is satisfactory but ) (ould benefit from furthertraining 2 development

y level of competence in the 3S! is fair and ) need further training 2 developmentas a priority.

1Te#cher Prof$e1 ' pink'colored tab and a data'entry form for teacher respondent*s personal and professional data

;.8 !s a checkbox is ticked, the ro( color turns blue indicating that the response7ans(er is accepted

;.: /hen more than one ans(er is provided for one 3S!, the ro( color turns red indicating an erroneous ans(er

$nly one ans(er must be provided for each 3S!, hence only one checkbox ticked.


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A. Npon successfully completing all items, message M&lick Summary /orksheet to vie( resultsM is displayed.

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

ans(ers (ere provided for one 3S!. )n this case, the message ME$M is displayed. evie( ans(ers giving special

attention to red and grey colored ro(s.

!terpret!2 #!d Co!so$d#to! of the TSNA Prof$es!terpret!2 #!d Co!so$d#to! of the TSNA Prof$es

R#!2e 3e"e$ of Te#ch!2 Cope

Scale scores % Scores

;.8'A.>> C.8O ' 8>>O

:'8';.> ?:.8O ' C.>O

8.8':.> ;C.8O ' ?:.>O

8.>>'8.> :.>>O ' ;C.>O

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

4t$5#to! of TSNA Resu$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 and7or t(o

TS%! results may be interpreted using the scale scores or the percentage scores. Npon completion of the %&BTS'TS%! Tool, aaverage of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart belo(. ! score to be iaverage of a particular 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 3S! but (ould bedevelopment

De"e$op!2. airly competent in 3S! and need furdevelopment

Be2!!!2. 9acking competence in 3S! and requirdevelopment

The electronic version also provides profiles on the categories for 3no(ledge, Skills and !ttitude. 9earning needs and strengths alonbe inferred from the TS%! results.

The TS%! )ndividual +rofile is used for the development of the teacher1s )++D. The identified learning needs therein are appraised byconsideration the priorities set by the school for its future development. )t is important that the teachers develop themselves in order to cthe most urgent needs and the priorities identified by the school. The )++D is therefore prepared by the teachers to identify their traininpriorities and those of the school. ! separate document has been developed detailing the concepts and procedures related to the prepar


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OL

order for the teacher'

d on a compact disk "&D#

on computer. )t takes an

g strands and performance

ment.

ering that the %&BTS'TS%!

atisfactory "S#, air "#, and


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e!ce

obtained score (hether annterpreted may either be an

her*s improvement

efit from further training and

her training and

e urgent training and

these dimensions may also

the teacher (hile taking intontribute to(ards addressingneeds in line (ith their o(n

tion of )++Ds.


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Te#cher Prof$e

I. PERSONAL DATA

1. Family Name (Last name) First Name

2. Gender 3. Civil Status

4. ate o! "irt# $. %la&e o! "irt#

MM DD YYYY

'.

ip Code

+. ,e-ion . ivision

10. Sool Name 11. Sool

12. Sool 5ddress

13.

200$ - 2

14. Su6e&t 5rea Con&entration7

Elem7 En-lis# Mat# S&ie S&ien&e %ilipino Ma8aayan

Se& 7 En-lis# Mat# S&ie S&ien&e %ilipino Ma8aayan

II. EDUCATIONAL ATTAINMENT

e-ree Ma6or Sool

Ma6or

Master:s

o&toral

;t#ers

III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT positio !IRST"

%osition Su6e&ts au-#t Grade


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>,*NSE Form No. 200*001 v2.0


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%rivate

Central

Non*Central

Main

n&e eBo&

Ni-#t

>onors ,e&eived

mm dd yy


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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 proceduresP

K) ) understand school operationsP

S( * implement policies and procedures P

S) + communicate policies and procedures to students, parents and other concerned personsPA( , abide by the school policies and proceduresP

Indicator 1.1.2 Demonstrates punctuality


K* - possess a(areness on the implementation of Mtime on taskM in all responsibilitiesP

S* . demonstrate punctuality in accomplishing expected tasks and functionsP

A) / model the value of punctualityP

Indicator 1.1.3 Maintains appropriate appearance


K+ 0 kno( decorum i.e. dress code, behavior of teachersP

S+ (1 practice decorum in all occasionsP

A* (( value decorum expected of teachersP

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

At what level do I ...K, () understand the theoretical concepts and principles of social learningP

S, (* sho( appropriate behavior even during unguarded momentsP

S- (+ apply kno(ledge on social learning in dealing (ith studentsP

A+ (, consider the influence my behavior has on studentsP

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


K- (- kno( a range of sources through (hich social learning may be experiencedP

S. (. use information from a variety of sources for learning "e.g. family, church, other sectors of the community#P

A, (/ appreciate that students learn through a range of different social experiencesP

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


K.

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

S/ )1 maintain a learning environment that promotes courtesy and respect for all learnersP

A- )( sho( courtesy and respect to everyone at all timesP

Indicator 2.1.2 )rovides #ender*fair opportunities for learnin#


K/ )) understand the obectives, principles and strategies for 0ender and Development "0!D#P

S0 )* provide gender fair learning opportunitiesP

A. )+ uphold gender sensitivity in my dealings (ith learners and othersP

Indicator 2.1.3 +eco#ni,es that every learner has stren#ths


K0 ), understand the psychological foundations of learner*s gro(th and development

K(1 )- kno(s about potentialities and uniqueness of individual learnersP

S(1 ). provide learning activities that allo( all learners to reach their full potentialP

A/ )/ recogni6e leraner*s individual potentials and strengthsP

S*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(( )0 kno( the principles of classroom management, room structuring and safety measuresP

S(( *1 maintain a safe, clean and orderly classroom free from distractionsP

A0 *( sho( concern for a safe and conducive learning environmentP

Indicator 2.2.2 Arran#es challen#in# activities in a #iven physical environment


K() *) kno( various challenging activities that can be adapted in any given physical environmentP

S() ** conduct challenging learning activities despite physical environment constraintsP

A(1 *+ sho( enthusiasm to conduct learning activities in any given situationP


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S(* *. balance the use of individual and cooperative learning activitiesP

A(( */ see the value in creating individual and cooperative learning activitiesP

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(, *0 kno( the art of questioning and different techniques of asking higher order questionsP

S(+ +1 provide opportunities for learners to ask questionsP

S(* +( ask questions that stimulate critical and creative thinking among learnersP

A(( +) sho( an accepting response7gesture in dealing (ith questions of learnersPIndicator 2.3.2 )rovides learners with a variety of learnin# e$perience


K(- +* kno( various strategies that elevate students* level of learningP

S(- ++ provide learners (ith variety of experiences that enhance learningP

A(* +, (illingly provide learners (ith a variety of challenging learning activitiesP

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


K(. +- understand ho( enrichment activities enhance the learners* desire to learnP

K(/ +. kno( (ays of motivating the learners to learn further and more effectivelyP

S(. +/ facilitate varied enrichment activities that are interesting for further learningP

A(+ +0 sho( diligence in making enrichment materialsP

Indicator 2.3.4 0ommunicates and maintains hi#h standards of learnin# performance

At what level do I ...K(0 ,1 kno( the implications of achieving high standards of learning performance for total human developmentP

S(/ ,( help learners maintain high standards of learningP

A(, ,) inspire learners to set high performance targets for themselvesP

S*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)1 ,* understand the rights and responsibilities of the child as embodied in different la(s, e.g. ! C?8>, +D ?>;P

K)( ,+ kno( behavior management techniques for learners (ith behavioral problemsP

S(0 ,, identify learners (ith behavioral problemsP

S)1 ,- employ appropriate procedures and actions consistently (hen dealing (ith learners (ith behavioral problemsP

A(- ,. sho( a compassion and caring attitude in managing behavior problemsPIndicator 2.4.2 ives timely feedbac" to reinforce appropriate learners! behavior


K)) ,/ kno( the concept, importance and techniques of social reinforcementP

S)( ,0 provide timely and appropriate reinforcement on learners* behaviorP

A(. -1 believe that positive reinforcement leads to improved learner behaviorP

Indicator 2.4.3 uides individual learners re/uirin# development of appropriate social and learnin# behavior


K)+ -( understand the learners* social development stagesP

K), -) kno( different strategies that enhance learners* social developmentP

S)) -* use varied teaching'learning strategies that make use of social interactionP

A(/ -+ sho( patience in managing different social and learning activitiesP

Indicator 2.4.4 0ommunicates and enforces school policies and procedures for appropriate learner behavior

At what level do I ...K)- -, kno( DepED7school policies and procedures on student disciplineP

S)* -- communicate and enforce policies and procedures related to students behaviorP

A(0 -. commit to enforcing school policies and proceduresP

S*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). -/ kno( the concepts and principles of democratic expression of ideasP

S)+ -0 provide activities that (ill encourage respect and free expresssion of ideasP

A)1 .1 encourage learners to express their ideas freely and responsiblyP

Indicator 2..2 0reates stress*free environment


K)/ .( kno( the the elements and importance of establishing a stress'free learning environmentP

S), .) manage conflicts and other stress'related situationsP

S)- .*

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


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A)) .. let my students feel they are acceptedP

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


K*1 ./ understand the theories and concepts of multiple intelligences and learning stylesPS)/ .0 identify learning styles and multiple intelligences of learnersP

A)* /1 sho( diligence in obtaining information on different learning needsP

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


K*( /( kno( techniques and strategies in designing7selecting activities for varied types of learnersP

S)0 /) utili6e varied activities for various types of learnersP

A)+ /* sho( respect and concern for individual differences of studentsP

Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners


K*) /+ understand the requirements in setting goals for differentiated learningP

S*1 /, utili6e differentiated activities to meet expected learning goals of learnersP

S*( /- assist learners in setting learning goals for themselvesP

A), /. appreciate t!e need to consider t!e di2erences in e3periences and capa4ilities o& learners5

Indicator 3.1.4 )aces lessons appropriate to needs and di8culties of learners


K** // kno( teaching principles and strategies for addressing learners* needs and difficultiesP

S*) /0 pace lessons according to learners* needs and difficultiesP

A)- 01 sho( flexibility in pacing lessons to support the needs of the learnersP

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

approaches


K*+ 0( have the kno(ledge on teaching principles and strategies for students'at'risk P

S*+ 0) keep track of students at riskP

S*, 0* provide appropriate intervention programs for learners'at'riskP

A). 0+ appreciate the need to help students'at'riskP

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


K*, 0, kno( the cultural background of my students and its implications to my teachingP

S*- 0- provide appropriate learning activities to students (ith different cultural backgroundP

A)/ 0. sho( appreciation for cultural diversitiesP

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


K*- 0/ kno( the educational psychology of learners (ith special needsP

S*. 00 use appropriate strategies for learners (ith special needsP

A)0 (11 sho( sensitivity to learners (ith special needsP

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


K*. (1( understand the effects of socio'economic status on learning performancePS*/ (1) determine the different socio'economic background of trainersP

S*0 (1* use techniques to motivate learners of the lo(er socio'economic statusP

A*1 (1+ sho( fairness to all learners regardless of their economic statusP

Do(a$n 4 C4RRC434M

S*rand 4) Deo!str#tes #ster6 of the su78ect

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

approaches and strategies


K*/ (1, have an updated content kno(ledge and teaching strategy in my subect areaP

S+1 (1- apply the updated content and appropriate strategies in my teachingP

A*( (1. commit to deliver accurate and updated content kno(ledgeP

Indicator 4.1.2 Integrates language( literac! and )uantitative skill developent and values in his*her

sub'ect area


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

students


K+1 ((( possess in'depth understanding of the subect area*s learning goals, instructional procedures and content based on curriculumP

S+) (() explains learning goals, concepts and processes clearly and accurately to learnersP

A** ((* give sufficient time to explain the lessons for clear understanding of the learnersP

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

At what level do I ...K+( ((+ understand interrelation of topics7content (ithin the subect area taughtP

S+* ((, link the present subect matter content (ith the past and future lessonsP

A*+ ((- value the need to relate prior kno(ledge of learners (ith the present and future lessonsP

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

aterials or resources appropriate to learners


K+) ((. have the kno(ledge in designing lessons (ith congruent obectives, teaching methods, learning activities and materialsP

S++ ((/ teach lessons that have congruency of obectives, procedure, materials and evaluationP

A*, ((0 appreciate the value of aligning obectives (ith all the parts of a lessonP

Indicator 4.1.9 ,reates situations that encourage learners to use high order thinking skills


K+* ()1 understand the concept of critical thinking and the facets of understandingP

S+, ()( engage learners in activities that develop higher order thinking skillsP

A*- ()) patiently motivate learners to develop higher order thinking skillsP

Indicator 4.1.: Engages and sustains learners- interests in the sub'ect b! aking content eaningful and

relevant to the


K+* ()* kno( strategies and materials that promote authentic learningP

ICT ()+ apply various appropriate strategies and7or technology to motivate 2 sustain learningP

A*- (), believe in relating classroom learning to real (orld expereincesP

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


K+* ()- update myself (ith relevant scholarly (orks and ideas related to my subect areaP

S+, (). integrate scholarly (orks and ideas to enrich the lesson for the learnersPA*- ()/ sho( enthusiasm and openness to ne( learningP

Indicator 4.1.< Integrates content of sub'ect areas with other disciplines


K+* ()0 kno( about other disciplines related to the subect ) am teachingP

S+, (*1 integrate content of subect area (ith other disciplinesP

A*- (*( appreciate integrative mode of teachingP

S*rand 4. Cou!c#tes c$e#r $e#r!!2 2o#$s for the $esso!s th#t #re #ppropr#te for $e#r!ers

Indicator 4.2.1 Sets appropriate learning goals


K+* (*) kno( the learning goals vis'@'vis specific subect content of the level ) am teachingP

S+, (** set doable and appropriate daily learning goals for the learnersP

A*- (*+ reflectively choose appropriate learning goalsP

Indicator 4.2.2 nderstand the learning goals


K+* (*, understand the connection of the short'term goals to the long'term goals of learningP

S+, (*- practice relating short'term goals to long term goals for learningP

A*- (*. value the learning goals set in the curriculumP

S*rand 42 M#9e 2ood use of #$$otted !structo!#$ te

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


K+* (*/ understand the principles and procedure of maximi6ing instructional timeP

S+, (*0 apply techniques of Mtime on taskM in planning and delivering lessonsP

A*- (+1 observe discipline on time managementP

Indicator 4.3.2 /lans lessons to fit within available instructional tie


K+* (+( kno( the principles and techniques of lesson planning considering the allotted instructional time P

S+, (+) design parts of the lesson (ithin available instructional timeP

A*- (+* h ffi i i th f ti t ff ti l tt i l i l P


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K+* (++ kno( the learning competencies in my learning areas in order to formulate appropriate instructional obectivesP

S+, (+, translate learning competencies into instructional obectivesP

A*- (+- sho( a reflective attitude in translating learning competencies to instructional obectivesP

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

the learners % learnin# ob6ectives


ICT (+. kno( various technology and instructional materials appropriate for my learning areaP

ICT (+/ select and utili6e updated and appropriate technology7instructional materialsPICT (+0 use appropriate technology resources to achieve curriculum standards and obectivesP

S+, (,1 prepare adequate and appropriate instructional materials for the learners and the learning obectivesP

A*- (,( manifest resourcefulness in preparing instructional materialsP

Indicator 4.4.3 )rovides activities and uses materials which =t the learners! learnin# styles' #oals and cultur


K+* (,) kno( the principles of instructional material preparation for different types of learnersP

S+, (,* use relevant activities and materials suited to the learning styles, goals and culture of the learnersP

A*- (,+ believe in the need to provide activities and use materials appropriate to the learnersP

Indicator 4.4.4 -ses a variety of teachin# approaches and techni/ues appropriate to the sub6ect matter

and the learners


K+* (,, understand the theories, approaches and strategies in teaching the subect areaP

S+, (,- use variety of teaching strategies and techniques appropriate to the learners and subect matterPA*- (,. sho( enthusiasm in using innovative and appropriate teaching techniquesP

Indicator 4.4. -tili,es information derived from assessment to improve teachin# and learnin#


K+* (,/ understand the proper utili6ation of assessment results to improve teaching and learningP

S+, (,0 use assessment results in setting learning obectives and learning activities P

A*- (-1 appreciate the value of assessment in improving teaching and learningP

Indicator 4.4.9 )rovides activities and uses materials which involves students in meanin#ful learnin#


K+* (-( kno( various educational theories "e.g. constructivism# and their implications to meaningful leaningP

S+, (-) apply relevant teaching approaches to achieve meaningful learningP

A*- (-* use improvised and indigenous materials for meaningful learningP

(-+ appreciate teaching approaches to meaningful learning "e.g., constructivism#P

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


K+* (-, kno( different teaching approaches and strategies suitable to various learnersP

S+, (-- have kno(ledge on general and specific learning processesP

A*- (-. apply teaching'learning methodologies that respond to general and specific learning processesP

(-/ recogni6e the need to design teaching methods apropriate to the learning processP

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

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


K+* (-0 kno( the techniques in forming good study habitsP

S+, (.1 determine the current study habits of my studentsP

A*- (.( provide appropriate learning tasks and proects that support development of good study habitsP

(.) take extra time to help students form good study habitsPS*rand 4< D%(on#*ra*%# #k$!!# $n *&% u#% o, I'T $n *%ac&$ng and !%arn$ng

Indicator 4.:.1 -tili,es I0 to enhance teachin# and learnin#


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

(.+ understand ho( )&T'based instructional materials7learning resources support teaching and learningP

(., understand the process in planning and managing )&T'assisted instructionP

(.- design, develop ne( or modify existing digital7and or non'digital learning resourcesP

(.. use of )&T resources for planning and designing teaching'learning activitiesP

(./ use )&T tools to process assessment and evaluation data and report resultsP

(.0 demonstrate proficiency in the use of computers to support teaching and learningP

(/1 use )&T tools and resources to improve efficiency and professional practiceP

(/( value and practice social responsibility, ethical and legal use of )&T tools and resourcesP

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

Do(a$n 6 PLANNING7 ASSESSING AND REPORTING


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S+, (/+ arrrange sequentially the learning units (ith reasonable time allotmentP

A*- (/, identify appropriate learning obectives, strategies, and accompanying materials in the planP

A*- (/- identify appropriate and varied assessment proceduresP

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

Indicator .1.2 Implements instructional plan


K+* (// kno( the factors for successful implementation of the instructional planP

A*- (/0 adust the instructional plan to ensure attainment of obectivesP(01 appreciate the value of instructional planningP

Indicator .1.3 Demonstrates ability to cope with varied teachin# millieu


K+* (0( kno( the different teaching'learning situations that could affect the implementation of the instructional planP

S+, (0) cope (ith varied teaching milieu7settingP

A*- (0* manifest openness to make necessary adustements to improve the instructional planP

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


K+* (0+ kno( the principles and purposes of instructional assessment including formative and summative testingP

S+, (0, construct valid and reliable formative and summative testsP

A*- (0- appreciate the value of testing as a tool to improve instruction and learning performanceP

Indicator .2.2 mploys non*traditional assessment techni/ues &portfolio'6ournals' rubric' etc.(


K+* (0. kno( the concepts, principles and strategies of non'traditional assessmentP

S+, (0/ use appropriate non'traditional assessment techniquesP

A*- (00 value the use of non'traditional assessmentP

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


K+* )11 kno( concepts, principles on interpretation and utili6ation of assessment resultsP

A*- )1( interpret and use test results to improve teaching and learningP

)1) manifest fairness in the interpretation of test resultsPIndicator .2.4 Identi=es teachin#*learnin# di8culties and possible causes and ta"es appropriate action to

address them


K+* )1* kno( the concept and principles of diagnostic testingP

S+, )1+ kno( the types of remedial lessons for slo( learnersP

A*- )1, identify teaching'learning difficulties and possible causesP

)1- manage remediation programsP

A*- )1. manifest (illingness and patience in conducting remediation programsP

Indicator .2. -ses tools for addressin# authentic learnin#


K+* )1/ kno( the concepts and principles of authentic learning assessmentP

S+, )10 utili6e appropriate tools for assessing authentic learningP

A*- )(1 enthusiastically develop and use tools for assessing authentic learningP

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


K+* )(( kno( the principles of giving and receiving feedback on learners* progressP

S+, )() use strategies for giving feedback7reporting progress of individual learnerP

A*- )(* motivate learners* to reflect and monitor their learning gro(thP

A*- )(+ consistently provide timely and accurate feedbackP

Indicator .3.2 ?eeps accurate records of #rades5performance levels of learners


K+* )(, kno( the current guidelines about the grading systemP

S+, )(- maintain accurate and updated learners* recordsP

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


K+* )(. k th d i f i ti l * t t d t t d th t k h ld P


27/44


K+* ))1 understand the role and responsibilities of parents in supporting school programs to enhance children*s learning progressP

S+, ))( involve parents to participate in school activities that promote their children*s learning progressP

A*- ))) establish rapport and a cooperative (orking relationship (ith parentsP

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


K+* ))* kno( the programs, proects, and thrusts of DepEd on school'community partnershipP

S+, ))+ involve the community in the programs, proects and thrusts of the schoolP

A*- )), promote shared accountability for the learners* achievementP

Indicator 9.1.2 -ses community resources &human' material( to support learnin#


K+* ))- kno( the various community resources available to enhance learningP

S+, )). use available community resources "human, material# to support learningP

A*- ))/ recogni6e community resources to support learningP

Indicator 9.1.3 -ses community as a laboratory for learnin#


K+* ))0 kno( strategies for experiential learning outside the classroomP

S+, )*1 make use of the community as a laboratory for learningP

A*- )*( appreciate the (orld as a learning environmentP

Indicator 9.1.4 )articipates in community activities that promote learnin#


K+* )*) kno( the teacher*s social responsibilityP

S+, )** link (ith sectors for involvement in community (orkP

A*- )*+ sho( enthusiasm in oining community activitiesP

Indicator 9.1. -ses community networ"s to publici,e school events and achievements


K+* )*, kno( the dynamics of community net(orking and information disseminationP

S+, )*- communicate the school events7achievements through community net(orksP

A*- )*. share information on school events7achievements to the communityP

Indicator 9.1.9 ncoura#es students to apply classroom learnin# to the community


K+* )*/ kno( the social realities outside the classroom to make learning relevantP

S+, )*0 provide learning activities ensuring their application to the communityP

A*- )+1 sho( sensitivity to the needs of the communityP

Do(a$n < PERSONAL GROWTH AND PROFESSIONAL DE0ELOPMENT

S*rand


28/44

K+* ),* update myself (ith recent developments in educationP

S+, ),+ apply updated kno(ledge to enrich teaching practiceP

A*- ),, manifest openness to recent developments in educationP

Indicator :.2.2 @in"s with other institutions and or#ani,ations for sharin# best practices


K+* ),- kno( of institutions and organi6ations (ith a goal to improve teaching practiceP

S+, ),. link (ith other institutions and organi6ations that are helpful to the teaching professionP

A*- ),/ get involved in professional organi6ations and other agencies that can improve my teaching practiceP

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#


K+* ),0 kno( the techniques and benefits derived from theory'guided introspectionP

S+, )-1 make a self assessment of my teaching competenciesP

A*- )-( desire to improve the quality of my teachingP

Indicator :.3.2 Improves teachin# performance based on feedbac" from the mentor' students' peers'

superiors and others


K+* )-) kno( the purposes and approaches in establishing an effective feedback systemP

S+, )-* actively seek feedback from a range of people to improve my teaching performanceP

A*- )-+ manifest positive attitude to(ards comments7recommendationsP

Indicator :.3.3 Accepts personal accountability to learners! achievement and performance


K+* )-, kno( my accountability and responsibilities to(ard students* learning performanceP

S+, )-- examine myself vis'a'vis my accountability for the learners and to the teaching professionP

A*- )-. accept my personal accountability to the learnersP

Indicator :.3.4 -ses self*evaluation to reco#ni,e and enhance one!s stren#th and correct one!s wea"nesses


K+* )-/ kno( the concept and strategies for self'evaluationP

S+, )-0 identify my strengths and (eaknesses as a person and as a teacherP

A*- ).1 manifest determination to become a better person and teacherP

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

)lease accomplish Self Assessment tic"in# only one bo$ for each indicator


29/44

H S F L

H S F L

H S F L

H S F L

H S F L

ure' #ender(

H S F L

H S F L

H S F L

H S F L

H S F L


30/44

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L


31/44

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L


32/44

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L


33/44

H S F L

H S F L

H S F L

H S F L

H S F L

%r#

H S F L

H S F L

H S F L


34/44

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L


35/44

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

4


36/44

H S F L

H S F L

H S F L

H S F L

H S F L

Total KSAs


37/44

S=MMARY OF RES=LTS ?N'BTS-TSNA@Teac!er7

Do(a$n D) D.

S*rand S(8( S(8) To*a! D) S)8( S)8) S)8* S)8+ S)8, To*a! D.

No O, KSA# (, * (/ (1 (1 (+ (, (1 ,0

HPS -1 () .) +1 +1 ,- -1 +1 )*-

Ra8 Scor%

M%an Scor%

Scor%

S(8( S(8) Total

(

S)8( S)8) S)8* S)8+ S)8, Total

)

S*8( Tota l

*

S+8( S+8) S+8* S+8+ S+8, S+8- S+

1811

(811

Su((ar" o, TSNA R%B" M%an Sca!% Scor

S*rand# C Do(a$n

M%an

Scor%

S(8( S(8) Total( S)8( S)8) S)8* S)8+ S)8, Total) S*8( Total* S+8( S+8) S+8* S+8+ S+8, S+8

18119

(18119

)18119

*18119

+18119

,18119

-18119

.18119

/18119

018119

(118119

Su((ar" o, TSNA R%#

B" Scor%

Scor%


38/44

INTERPRETATION BY DOMAIN C STRAND

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

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

S(8( Teac!er actions demonstrate 'alue &or learnin"

S(8)emonstrates t!at learnin" is o& di2erent ;inds and &rom di2erent sources

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

S)8( Creates an en'ironment t!at promotes &airness

S)8) Ma;es t!e classroom en'ironment sa&e and conduci'e to learnin"

S)8* Communicates !i"!er learnin" e3pectations to eac! learner

S)8+ Esta4lis!es and maintains consistent standards o& learners% 4e!a'ior

S)8, Creates a !ealt!y psyc!olo"ical climate &or learnin"

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

S*8(etermines< understands and accepts t!e learners% di'erse 4ac;"round ;no=led"e

D4 'urr$cu!u(

S+8( emonstrates mastery o& t!e su4>ect

S+8)Communicates clear learnin" "oals &or t!e lessons t!at are appropriate &or learners

S+8* Ma;e "ood use o& allotted instructional timeS+8+ Selects teac!in" met!ods< learnin" acti'ities and t!e instructional materials

S+8,Reco"ni?es "eneral learnin" processes as =ell as unique processes o& indi'idual learners

S+8- Promotes purposi'e study

S+8. emonstrates s;ills in t!e use o& ICT in teac!in" and learnin"

D6 P!ann$ng7 A#%##$ng C R%1or*$ng

S,8( e'elops and utili?es creati'e and appropriate instructional plan

S,8) e'elops and uses a 'ariety o& appropriate assessment strate"ies to monitor

S,8* Monitors re"ularly and pro'ides &eed4ac; on learners% understandin"

S,8+ Communicates promptly and clearly to learners< parents and superiors a4out

D; 'o((un$*" L$nkag%#

S-8( Esta4lis!es learnin" en'ironment t!at respond to t!e aspiration o& t!e community

D< P%r#ona! Gro8*& C Pro,%##$ona! D%+*

S.8( Ta;es pride in t!e no4ility o& teac!ers as a pro&essionS.8) @uilds pro&essional lin;s =it! collea"ues to enric! teac!in" practice

S.8* Reects on t!e e3tent o& t!e attainment o& pro&essional de'elopment "oals

M%Sc

S*rand# and Do(a$n


39/44

I'T D6 D;

S+8, S+8- S4< To*a! D4 S,8( S,8) S,8* S,8+ To*a! D6 S-8( To*a! D

+ + (1 ./ (( (. - - +1 (/ (/

(- (- +1 *() ++ -/ )+ )+ (-1 .) .)

Total

.

1811

.8* Total

.


40/44


41/44

Ge!der C"$ St#tus R%g$on D$+$#$on Grad%Yr Su%c* Do(a$n

ale Single -) Bohol 8 English D8

emale arried -)) Tagbilaran : Science D:

/ido(7er -))) %eg$cc ; ath D;

Separated %samar A ilipino DA

akabayan D

? D?C DC

K

8>

8,:

8,:,;

8,:,;,A

8,:,;,A,

8,:,;,A,,?

:,;:,;,A

:,;,A,

:,;,A,,?

;,A

;,A,

;,A,,?

A,

A,,?

,?


42/44

Do(D%#c S*rand#

Social egard for 9earning D8

9earning Environment D:

Diversity of 9earners D;

&urriculum DA

+lanning, !sessing 2 eporting D

&ommunity 9inkages D?+ersonal 0ro(th 2 +rofessional Devt DC

S8.8

S8.:

S:.8

S:.:

S:.;

S:.A

S:.

S;.8

SA.8SA.:

SA.;

SA.A

SA.

SA.?

SA.C

S.8

S.:

S.;

S.A

S?.8

SC.8

SC.:

SC.;


43/44

S*randD%#c

Social egard for 9earning

9earning Environment

Diversity of 9earners

&urriculum

+lanning, !sessing 2 eporting

&ommunity 9inkages+ersonal 0ro(th 2 +rofessional Devt

Teacher actions demonstrate value for learning

Demonstrates that learning is of different kinds and from different sources

&reates an environment that promotes fairness

akes the classroom environment safe and conducive to learning

&ommunicates higher learning expectations to each learner

Establishes and maintains consistent standards of learners* behavior

&reates a healthy psychological climate for learning

Determines, understands and accepts the learners* diverse background kno(ledge

Demonstrates mastery of the subect&ommunicates clear learning goals for the lessons that are appropriate for learners

ake good use of allotted instructional time

Selects teaching methods, learning activities and the instructional materials

ecogni6es general learning processes as (ell as unique processes of individual learners

+romotes purposive study

Demonstrates skills in the use of )&T in teaching and learning

Develops and utili6es creative and appropriate instructional plan

Develops and uses a variety of appropriate assessment strategies to monitor

onitors regularly and provides feedback on learners* understanding

&ommunicates promptly and clearly to learners, parents and superiors about

Establishes learning environment that respond to the aspiration of the community

Takes pride in the nobility of teachers as a profession

Builds professional links (ith colleagues to enrich teaching practice

eflects on the extent of the attainment of professional development goals


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($n (a3 !%+%!

( (8, @e"inner

(8,( )8, e'elopin"

)8,( *8, E3perienced

*8,( + E3pert

TSNA E Version

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