TSNA Self Assessment Spreadsheet1

8/11/2019 TSNA Self Assessment Spreadsheet1

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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 andCompetency

KSA Required and

Competency Standards

COMPETENCYASSESSMENT

Instrumentationata Gat!erin"

T%ac&%r Tra$n%%

Competency Stren"t!s #$earnin" Needs

Consolidated TSNAResult

Teac!er%s IPP

SIPEP

SIPEP


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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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f )ndividual +lan for +rofessional

s. The consolidated TS%!s at the

elopment +lan "S++D#, and the

current practices to identify their

teacher performance factors that

phasi9ing the +rofessional

d development.

y the %&BTS in each of the

SIPEPMaster Plans &orPro&essional

e'elopment


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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 POSITION

1. Family Name (Last name) First Name

2. Gender 3. Civil Status5. Birth Date 6. la!e "# Birth

MM DD YYYY

$.

%. &e'i"n * +,S-+&N S,,S /. Divisi"n N"rthern Samar

11. S!h""l Name

10. S!h""l ,ddress

15.

16. Sue!t ,rea C"n!entrati"n 4aaayan

Elem: +n'lish 4ath S!ien!e ili7in 8 S"!ial Studies 8 9"me +! : L;h""d

Sec : +n'lish 4ath S!ien!e ili7in 8 S"!ial Studies 8 -e!hn"l. : 9me +!

1$. Grades -au'ht in Current "siti"n

re. 1. 2. 3. 0. 5. 6. $. %. /.

II. EDUCATIONAL ATTAINMENT

De'ree 4a"r

Ba!hel"r

4aster;s

D"!t"ral

=thers

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

"siti"n Sue!ts -au'ht

(Please use additional sheet if necessary)

-itle Sue!ts ,rea

V. SCHOLARSHIP/GRANTS RECEIVED

C"nta!t ,ddress (City/State/Country)

Start Date "# -ea!hin' Servi!e (YYYY / MM)

IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)

VIII - EASTERN VISAY Northern Samar


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Date Si'nature

N.B.

,D 9&*NS+- F"rm N". 288%*881 v0.8


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4iddle Name

0. &C D

h"ne

Fa>

ode +*mail

18. Distri!t L,+?,&+S

12. S!h""l D 13. S!h""l -y7e uli! rivate

Elementary : 4"n"'rade Central

4ulti'rade N"n*CentralS+D

Secondary: General 4ain

S7e!ial S!ien!e -e!h"!

+>tensi"n Ni'ht

S+D

8 alues

8 alues

18.

n!lusive eri"d @nits 9"n"rs &e!eivedmm dd yyyy mm dd yyyy

S!h""l mm dd yyyy mm dd yyyy

2813

Level &"le S7"ns"rin' ,'en!y

n!lusive Dates

mm dd yyyy mm dd yyyy

$oc+,-nloc+ istrict

$oc+,-nloc+ Re"ion $oc+,-nloc+ i'ision

c+,-nloc+ Sc!ool # Sc!ool I

LAVEZARES II


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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 proceduresR

Indicator 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 punctualityR

Indicator 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 teachersR

Indicator 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 studentsR

A1 .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 timesR

Indicator 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 othersR

Indicator 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 strengthsR

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.. /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 environmentR

Indicator 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 situationR


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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 activitiesR

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.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 activitiesR

Indicator 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 materialsR

Indicator 2.3.4 /ommunicates 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 themselvesR

S*rand .4 E#*a!$#&%# and 'a$n*a$n# con#$#*%n* #*andard# o, !%arn%r#5 %&a+$or

Indicator 2.4.1 0andles 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 reinforcementR

S/. 26 provide timely and appropriate reinforcement on learners* behaviorR

A.4 37 believe that positive reinforcement leads to improved learner behaviorR

Indicator 2.4.3 uides individual learners reuirin# development of appropriate social and learnin# behavior


K/1 3. understand the learners* social development stagesR

K/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 activitiesR

Indicator 2.4.4 /ommunicates 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 disciplineR

S/0 33 communicate and enforce policies and procedures related to students behaviorR

A.6 34 commit to enforcing school policies and proceduresR

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/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 responsiblyR

Indicator 2..2 /reates 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


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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 6btains 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 learnersR

S/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 di7culties of learners


K00 55 kno( teaching principles and strategies for addressing learners* needs and difficultiesR

S0/ 56 pace lessons according to learners* needs and difficultiesR

A/3 67 sho( flexibility in pacing lessons to support the needs of the learnersR

Indicator 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 R

S01 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 3.1.8 "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 teachingR

S03 63 provide appropriate learning activities to students (ith different cultural backgroundR

A/5 64 sho( appreciation for cultural diversitiesR

Indicator 3.1.9 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 areaR

S17 .73 apply the updated content and appropriate strategies in my teachingR

A0. .74 commit to deliver accurate and updated content kno(ledgeR

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


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 taughtR

S10 ..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 4.1.8 ,reates situations that encourage learners to use high order thinking skills


K10 ./7 understand the concept of critical thinking and the facets of understandingR

S12 ./. engage learners in activities that develop higher order thinking skillsR

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

Indicator 4.1.9 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 learningR

ICT ./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( learningR

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


K10 ./6 kno( about other disciplines related to the subect ) am teachingR

S12 .07 integrate content of subect area (ith other disciplinesR

A03 .0. appreciate integrative mode of teachingR

S*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 teachingR

S12 .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 learningR

S12 .03 practice relating short'term goals to long term goals for learningR

A03 .04 value the learning goals set in the curriculumR

S*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 timeR

S12 .06 apply techniques of Mtime on taskM in planning and delivering lessonsR

A03 .17 observe discipline on time managementR

Indicator 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 R

S12 .1/ design parts of the lesson (ithin available instructional timeR

A03 .10 h ffi i i th f ti t ff ti l tt i l i l R


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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 obectivesR

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

the learners % learnin# ob5ectives


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 obectivesR

S12 .27 prepare adequate and appropriate instructional materials for the learners and the learning obectivesR

A03 .2. manifest resourcefulness in preparing instructional materialsR

Indicator 4.4.3 (rovides activities and uses materials which


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

A03 .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:settingR

A03 .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 testsR

A03 .63 appreciate the value of testing as a tool to improve instruction and learning performanceR

Indicator .2.2 -mploys non)traditional assessment techniues &portfolio'5ournals' rubric' etc.=


K10 .64 kno( the concepts, principles and strategies of non'traditional assessmentR

S12 .65 use appropriate non'traditional assessment techniquesR

A03 .66 value the use of non'traditional assessmentR

Indicator .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 resultsRIndicator .2.4 Identi


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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 progressR

A03 /// 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 8.1.1 Involves community in sharin# accountability for learners! achievement


K10 //0 kno( the programs, proects, and thrusts of DepEd on school'community partnershipR

S12 //1 involve the community in the programs, proects and thrusts of the schoolR

A03 //2 promote shared accountability for the learners* achievementR

Indicator 8.1.2 ,ses community resources &human' material= to support learnin#


K10 //3 kno( the various community resources available to enhance learningR

S12 //4 use available community resources "human, material# to support learningR

A03 //5 recogni9e community resources to support learningR

Indicator 8.1.3 ,ses community as a laboratory for learnin#


K10 //6 kno( strategies for experiential learning outside the classroomR

S12 /07 make use of the community as a laboratory for learningR

A03 /0. appreciate the (orld as a learning environmentR

Indicator 8.1.4 (articipates in community activities that promote learnin#


K10 /0/ kno( the teacher*s social responsibilityR

S12 /00 link (ith sectors for involvement in community (orkR

A03 /01 sho( enthusiasm in oining community activitiesR

Indicator 8.1. ,ses community networ"s to publici+e school events and achievements


K10 /02 kno( the dynamics of community net(orking and information disseminationR

S12 /03 communicate the school events:achievements through community net(orksR

A03 /04 share information on school events:achievements to the communityR

Indicator 8.1.8 -ncoura#es students to apply classroom learnin# to the community


K10 /05 kno( the social realities outside the classroom to make learning relevantR

S12 /06 provide learning activities ensuring their application to the communityR

A03 /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 educationR

S12 /21 apply updated kno(ledge to enrich teaching practiceR

A03 /22 manifest openness to recent developments in educationR

Indicator 9.2.2 @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 practiceR

S12 /24 link (ith other institutions and organi9ations that are helpful to the teaching professionR

A03 /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 9.3.1 *e>ects on the uality of hisher own teachin#


K10 /26 kno( the techniques and benefits derived from theory'guided introspectionR

S12 /37 make a self assessment of my teaching competenciesR

A03 /3. desire to improve the quality of my teachingR

Indicator 9.3.2 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 systemR

S12 /30 actively seek feedback from a range of people to improve my teaching performanceR

A03 /31 manifest positive attitude to(ards comments:recommendationsR

Indicator 9.3.3 Accepts personal accountability to learners! achievement and performance


K10 /32 kno( my accountability and responsibilities to(ard students* learning performanceR

S12 /33 examine myself vis'a'vis my accountability for the learners and to the teaching professionR

A03 /34 accept my personal accountability to the learnersR

Indicator 9.3.4 ,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'evaluationR

S12 /36 identify my strengths and (eaknesses as a person and as a teacherR

A03 /47 manifest determination to become a better person and teacherR

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

-**6*

(lease chec" inputs. Ma"e sure that only one bo$ is tic"ed for every indicator.

our Scores will not be available until you complete the reuired items on the teacher pro


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ure' #e

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S=MMARY OF RES=LTS ?N)BTS-TSNA@Teac!er<

Do'a$n D( D.

S*rand S.). S.)/ To*a! D( S/). S/)/ S/)0 S/)1 S/)2 To*a

No O, KSA# .2 0 .5 .7 .7 .1 .2 .7 2

HPS 37 ./ 4/ 17 17 23 37 17 /0

Ra8 Scor%

M%an Scor%

Scor%

INTERPRETATION BY DOMAIN C STRAND

Do'a$n and S*rand# Sc

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.). S.)/ Total.

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

S0). Total0

S1). S1)/ S1)0 S1)1 S1)2 S1)

7)77

.)77

Su''ar" o, TSNA

B" M%an Sca!% S

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

7B

.7B

/7B

07B

17B

27B

37B

47B

57B

67B

.77B

Su''ar" o, TSNA

B" Scor%

S*rand# and D

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

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

S1)/ Communicates clear learnin" "oals &or t!e lessons t!at are appropriate &or learners

S1)0 Ma+e "ood use o& allotted instructional time

S1)1 Selects teac!in" met!ods> learnin" acti'ities and t!e instructional materials

S1)2 Reco"nies "eneral learnin" processes as ?ell as unique processes o& indi'idual learners

S1)3 Promotes purposi'e study

S1)4 emonstrates s+ills in t!e use o& ICT in teac!in" and learnin"

S2). e'elops and utilies creati'e and appropriate instructional planS2)/ e'elops and uses a 'ariety o& appropriate assessment strate"ies to monitor

S2)0 Monitors re"ularly and pro'ides &eed:ac+ on learners% understandin"

S2)1 Communicates promptly and clearly to learners> parents and superiors a:out

S3). Esta:lis!es learnin" en'ironment t!at respond to t!e aspiration o& t!e community

S4). Ta+es pride in t!e no:ility o& teac!ers as a pro&ession

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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Ma9Score omain

37 .

./ .

17 /

17 /

23 /

37 /17 /

.75 0

.75 1

/1 1

/1 1

51 1

.3 1

.3 1

17 1

11 235 2

/1 2

/1 2

4/ 3

15 4

/1 4

15 4


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omain escription

. SOCIA$ REGAR JOR $EARNING

/ $EARNING ENIRONMENT

0 IERSITY OJ $EARNERS

1 C-RRIC-$-M

2 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 Gender

7 7 7 7 7


50/76

Grades YStart MStart En"E Mat!E ScienceE

Err


51/76

P!ilE Ma+.E Ma+/E Ma+0E Ma+1E En"S Mat!S ScienceS

. 7 7 7 7 7 7 7


52/76

P!ilS Ma+.S Ma+/S Ma+0S Ma+1S Ma@ore"

7 7 7 7 7


53/76

Ma@orMast Ma@orP! Ma@orOt!er


54/76

Sc!oolI Sc!oolName Re"ion i'ision

7 7 III D EASTERN Nort!ern Samar


55/76

istrict Pu:Pri $e'el SPE CentMain

$AE*ARE Pu:lic Elementary 7 .


56/76

Grad%# )onca*

S*r$1La#* Err


57/76

Nort!ern Samar


58/76

A$$EN (IRI

Ale@andro PS .//443 (a"on" Silan" ES .//467

Allen CS .//444 (asud ES .//46.

Ca:acun"an ES .//445 (IRI CES .//46/

Calarayan ES .//446 CAFAYAN ES .//460

Caputian PS .//457 $an"u:D$an"u: ES .//461Jrederic+ PS .//45. Macaret ES .//462

GuinDAra?ayan PS .//45/ Pal!u"an ES .//463

u:asan ES .//450 Sal'acion ES .//464

Kina"uitman ES .//451 San Antonio ES .//465

$a"undi ES .//452 Talisay Elementary Sc!ool .//466

$ipata ES .//453 Tampipi Elementary Sc!ool .//577

$ondres ES .//454 (IRI NHS =0==C

Pili ES .//455 SAN ANTONIO NHS =0=A

.//456

,LL+N N9S =0==;

C,B,C@NG,N N9S =0==

L,-, N9S =0=A/

Sta) Rita PrimarySc!ool


59/76

(O(ON CAP-$

Acereda ES .//57. A"uin ES .//5.6

Arellano PS .//57/ Capul I CS .//5/7

(alatD(alud PS .//570 Capul Central II ES .//5/.

(o:on CS .//571 alaquit PS .//5//

Casapinitan PS .//572 iraya ES .//5/0ancalan elem)sc!ool .//573 u:an" ES .//5/1

E) uran Elementary Sc!ool .//574 $andusan ES .//5/2

) A) Santos PS .//575 Oson ES .//5/3

) P) $aurel II PS .//576 Sa"aoDSa?an ES .//5/4

) P) $aurel I ES .//5.7 San $uis ES .//5/5

Kalantiao PS .//5.. Sa?an" ES .//5/6

M) $) Lueon ES .//5./ Talu"aan PS .//507

R) Ma"saysay ES .//5.0 CAP-$ AGRO IN-STRIA$ SCHOO$ =0=C0

Sal'acion ES .//5.1 $AN-SAN NHS =0=

San Isidro ES .//5.2

Santander PS .//5.3

SOMOROY PS .//5.4

Tro@ello Elementary Sc!ool .//5.5

(O(ON SPC =0==

+L,D= -. B,L-+ 4S=F =0=C1


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CATARMAN I

B=CS=L +S ;//1C

C,B,9,N +S ;//1C,-,&4,N CS ;//1AC,-,&4,N S+D C+N-+& ;//1

LB+&- +S ;//11,-C@, +S ;//1K

S,L,C=N +S ;//1A0

S,N A@L,N +S ;//1A;

S,N ,SC@,L +S ;//1A/

CATARMAN NHS =0=C;


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CATARMAN II CATARMAN III

,G@N,LD= +S ;//1C= B,L@D +S ;K=00

B,B, +S ;//1CC BN=G +S ;//1=;C,-,&4,N CS ;//1C C,G*,B,C, +S ;//1=/C+&,N-+S +S ;//1CA C,L*G,NG +S ;//1==

G+4,&=B, S ;K=00; C@L,&4, S ;//1=CGL,L,N*,G,N +S ;//1C D,G,N,S +S ;//1=

4,BN +S ;//1C1 G+N. 4,L,& +S ;//1=

@+?=N +S ;//1CK G+N+&=S= &F 4+S ;//1=A

S=4=G+ +S ;//10 GB@L,NG,N +S ;//1=1

-,&@G,N S ;K=00/ G@B, S ;//1=K

-N=,&,N +S ;//1; 4,C,G-,S +S ;//1C0

-&,NG@+ +S ;//1/ N+ &?,L +S ;//1C;

,S9NG-=N +S ;//1= =LD &?,L +S ;//1C/

C+&,N-+S N9S =0=C,S9NG-"N N9S =0=1


62/76

CATARMAN I CAT-(IG I

B,NG+&=9,N +S ;//1A= B=NG=G +S ;//1

C,B,NG,9,N S ;//1AC B=&NG S ;//1AC,,,N S ;//1A C,GB@GN, +S ;//1G,L@-,N +S ;//1AA C,G4,N,B, +S ;//11

9B,L,GN,N S ;//1A C,LNGN,N +S ;//1K94B,NG +S ;//1A1 C,N@C-,N +S ;//110

9N,-,D +S ;//1AK C,-@BG CS ;//11;

4+LD, +S ;//10 G@B@,NG,N +S ;//11/

4CNL+ +S ;//1; 9,&,,N +S ;//11=

N,?,&+N= S ;//1/ N=B@&,N +S ;//11C

=L,NG +S ;//1= &,,9,N +S ;//11

S,N SD&= +S ;//1C L+N=*,9,N +S ;//11A

C,,,N N9S =;=A0A 4,G*=NG=N +S ;//11

G,L@-,N N9S =0=C= 4,N+&NG +S ;//111

=L,NG N9S =0=0 ==NG +S ;//11K

. &+B,D@LL, +S ;//1K0

S,G@DS@&=N +S ;//1K;

-,NGB= +S ;//1K/

-=NG=DN=N S ;//1K=

+N, 4,&, S ;//1KC

C,-@BG ,LL+ N9S =0=CC


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CAT-(IG II GAMAY I

,N=NG= +S ;//1K ,N-= +S ;//K;

B=NF,C= +S ;//1KA C,B,&,S,N +S ;//K;KC,G@G@BNG,N +S ;//1K C,D,C*,N +S ;//K/09B@B@LL,= CS ;//1K1 G,4, CS ;//K/

9B@L= +S ;//1KK G,4, +,S- +S ;//K/A9N,G=N=,N +S ;//K00 G,4, +S- +S ;//K/

9-,,N +S ;//K0; LB+&-,D +S ;//K=0

LB=N +S ;//K0/ S,N ,N-=N= +S ;//K=

L@B+DC= +S ;//K0= ,N-= N9S =;=A0/

4,G-@,D +S ;//K0C G,L, =C. SC9==L =0=;

N,B@L= +S ;//K0 G,4, N9S =0=/N,G==C,N +S ;//K0A

N,9@LD +S ;//K0

=S,NG +S ;//K01

=S4+E, +S ;//K0K

&=,S +S ;//K;0

S,N ,N-=N= +S ;//K;;

S,N F&,NCSC= +S ;//K;/

S,N C+N-+ +S ;//K;=

S@L-,N +S ;//K;C

9B@B@LL,= N9S =0=CS,N C+N-+ N9S =;=A;


64/76

GAMAY II $AOANG I

B,NG=N +S ;//K;A ,-=L= +S ;//K=A

B,-= +S ;//K; B,,NG +S ;//K=B=NF,C= +S ;//K;1 C,G,,S,N S ;//K=1C,D+,N +S ;//K/; C,L=4=-,N +S ;//K=K

C,G,4@-,N C+S ;//K// C,N=4,N,= S ;//KC0D,= +S ;//K/= +.A. D@L, +S ;//KC;

G 4 =S,S +S ;//K/C G.B. -,N S ;//KC/

G@B,NG,N +S ;//K/1 L,=,NG CS ;//KC=

9+N=G,+ +S ;//K/K &=4B,NG +S ;//KCC

L=N= +S ;//K=; S,NGC=L +S ;//KC

L@N+-, +S ;//K=/ S=N*=G +S ;//KCA

4,LD=NG +S ;//K== S@B, +S ;//KC

&?,L +S ;//K=C -N=BL,N +S ;//KCK

G= +S ;//K0

,,S +S ;//K;

$AOANG NTHS =0=A

S-(A NHS =;=A;0

IGO NHS =0=1A


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$AOANG II $AOANG III

,G@,D,9,N +S ;//K/ ,B,-=N +S ;//KAK

,&=G,NG, +S ;//K= B,=G +S ;//K0BN,-CL,N +S ;//KC B=B=L=S,N +S ;//K;C,B,D,NG,N +S ;//K B=NGL +S ;//K/

C,9,,G,N +S ;//KA B@&,B@D +S ;//K=C,ND,D +S ;//K C,B,GNG,N +S ;//KC

G,,SG,,S +S ;//K1 C,B,G=,N +S ;//K

N,4L,N +S ;//KK C,B@L,L=,N +S ;//KA

L,NG=B +S ;//KA0 C,GD,&,= +S ;//K

4,GS,S, +S ;//KA; C,NGC,9=S +S ;//K1

4,&@B, +S ;//KA/ C,-GB,N +S ;//KK

4@,LB@,L +S ;//KA= GB,-,NG,N S ;//K10

N,=-=C,N +S ;//KAC A@NC-=N +S ;//K1;

=N, S ;//KA L,,,N +S ;//K1/

,NGD,N +S ;//KA =L+&,S +S ;//K1=

4 G+-, 4+4=&,L C+S ;//KAA ,L4+&, S ;//K1C

-,N*,,N +S ;//KA1 &,S CS ;//K1

B,-,G N9S =0=== SB@N=- S ;//K1A

L,=,NG N9S =0= S4=&, +S ;//K1

S,L,C=N N9S =0=C -,LS, +S ;//KC1

4,&@B, N9S =0=A -,&@S,N S ;//K11C,9,,G,N N9S =0==1 ,B,B,N +S ;//K1K

&,S N9S =;=A0=

L, +&L, N9S =;=A;=C,-GB,N N9S =;=A;C

=L+&,S N9S =;=A/C


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$APINIG $AE*ARES I

Alan"Dalan" PS .//667 B,&B,D=N S ;K=00K

(a"acay Elementary Sc!ool .//66. B,S,G S ;K=00ACa!a"?ayan ES .//66/ B@NG, +S ;/=0KCan Maria ES .//660 C9,NSLL, S ;/=0A0

CanDomanio ES .//661 D,-,G +S ;/=0A;Imelda ES .//662 +N&@+-, +S ;/=0A/

$apini" CS .//663 L,+?,&+S CS ;/=0AC

$oDo+ ES .//664 LB+&-,D +S ;/=0AA

Ma:ini ES .//665 4,C,&-9@& +S ;/=0A

MayDi"ot ES .//666 4,C,&-9@& +S ;K=0;A

Palanas PS ./0777 4,LC=LC= +S ;/=0AK

Pio el Pilar ES ./077. S,N A=S+ +S ;/=0/

Poton" Elementary Sc!ool ./077/ S,N 4G@+L +S ;/=0C

L=&+N?= S. 4+N?=N ,S =0=K -==G +S ;/=0

POTONG NHS LL,9+&4=S, +S ;/=0K


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$AE*ARES II $AS NAAS I

B,LC@,-&= +S ;/=0 B@G-=S,N +S ;/=00C

B,N +S ;/=0A B@D +S ;/=00B,&=B,B, +S ;/=01 C,=-=,N S ;/=00,L@*,9,N +S ;/=0A= C@+NC= S ;/=00K

LB,S +S ;/=0A +, +S ;/=0;C4,GS,S, +S ;/=0A1 G+G@N-, +S ;/=0;A

4,&,LL, +S ;/=00 G@= +S ;/=0;

S,N ,G@S-N +S ;/=0; L +4=N +S ;/=0/;

S,N A@,N +S ;/=0= L,,ND@L, S ;/=0//

@&D,N+-, CS ;/=0A L,S N,,S CS ;/=0/=

LL, +S ;/=0 L=4,L,=G +S ;/=0/C

LL,FL=&+S +S ;/=01 L=N= +S ;/=0/

B,SL= B. C9,N 4,S =0=A; L=@&D+S +S ;/=0/A

4,&,LL, N9S =;=A/= 4,BN +S ;/=0/

4,4,&= +S ;/=0=0

4C*,&-9@& +S ;/=0/1

=S4+E, +S ;/=0=/

,C= +S ;/=0==

==N-=N +S ;/=0=C

&?,L +S ;/=0=1

&=,S +S ;/=0=K&@FN= +S ;/=0C0

S,G*=D S ;/=0C;

S,N ,ND&+S +S ;/=0C/

-,G,N*,,N +S ;/=0/

-,L=& +S ;/=0=C-=& +S ;/=0C

L,S N,,S N9S =0=A0

B@D N9S =;=A/0

-,L=& N9S =;=A/


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$AS NAAS II $OPE E EGA

B,L@G= +S ;/=00= (ay!o ES ./0757

B@L,= +S ;/=00A (oni&acio Elementary Sc!ool ./075.C,-=-=*=G,N +S ;/=001 Ca"Da"uin"ay PS ./075/D,D, +S ;/=0;0 Ca"Damisara" PS ./0750

D+L L,& +S ;/=0;; Curry Elementary Sc!ool ./0751D=L=&+S +S ;K=00= Ge:ona?an ES ./0752

+ +&+? +S ;/=0;/ General $una Elementary Sc!ool ./0753

+N=4,N +S ;/=0;= Gerati"an Primary sc!ool ./0754

F. &=BS +S ;/=0; Geti"o Elementary Sc!ool ./0755

9 A=L+A=L+ +S ;/=0;1 Hinaruna"an ES ./0756

9,NG +S ;/=0;K $ope e e"a Central Sc!ool ./0767

4+LD, S ;/=0/0 $o?er Cayna"a ES ./076.

4,GS,S, +S ;/=0/K Ma"!ipid ES ./076/

4,-+L,&,G +S ;/=0=; Ma"saysay Elementary Sc!ool ./0760

@+?=N +S ;/=0= Ne? Somoroy PS ./0761

@&N= +S ;/=0=A Old Somoroy PS ./0762

&+B=NG +S ;/=0= Osmea ES ./0763

S,N ,N-=N= +S ;/=0C= Pa"uite PS ./0764

S,N F+&N,ND= +S ;/=0CC Ro9as PS ./0765

S,N F&,NCSC= +S ;/=0C Sampa"uita PS ./0766

L,S N,,S CS ;/=0CA San Jrancisco PS ./0.77S,N SD&= S ;K=0;C San ose ES ./0.7.

S,N A=&G+ +S ;/=0C San Mi"uel Primary Sc!ool ./0.7/

S,N A=S+ +S ;/=0C1 -pper Cayna"a PS ;/=;0=

S,N 4G@+L +S ;/=0CK $OPE E EGA NHS =0=A=

S-=. -=4,S +S ;/=00-,G,B*&,N +S ;/=0;

S,N SD&= N9S (LN) =0=K

S,N 4G@+L N9S =;=A;A

D,D, N9S =;=A;K


69/76

MAPANAS MONRAGON I

B@&G=S +S ;/=;0C D=E, L@C, +S ;/=;/;

A@B,S,N +S ;/=;0 FL=&4N, S ;/=;//4,GS,S, +S ;/=;0A 4+LD, +S ;/=;/C4,G-,=N +S ;/=;0 L, -&ND,D S ;/=;/

4,N,B,N, +S ;K=001 4,,L= +S ;/=;/A4,,N,S CS ;/=;01 4=ND&,G=N CS ;/=;/1

N,,&,S,N +S ;/=;0K S,N ,G@S-N +S ;/=;=;

,NG@D-,N +S ;/=;;0 S,N SD&= +S ;/=;==

@+?=N +S ;/=;;; S,N A@,N +S ;/=;=

S,N A=S+ +S ;/=;;/ S-,. C,-,LN, S ;/=;=A

SLA,G=N +S ;/=;;= L+=N,&D= 4. ,4G= N9 =;=A04a7anas N"rth S ;K=0; 4=ND&,G=N ,S =0=AA

S-,. =-+NC,N, +S ;K=0;;

SLA,G=N N9S =;=A04,,N,S ,S =0=AC

4,G-,=N N9S =;=A//


70/76

MONRAGON II PA$APAG I

B,G,SB,S +S ;/=;;C B ,@N= +S ;/=;=1

B@G= +S ;/=;; B @B,L +S ;/=;=KC,BL,NG,N +S ;/=;;A BN, +S ;/=;C/C,G4,N,B, +S ;K=0;/ B@D +S ;/=;C=

C,9CS,N +S ;/=;; C,B,&,N +S ;/=;CCC,N,, S ;/=;;1 C,B,-@,N +S ;/=;C

C&S-,L 4-. +S ;/=;;K C,4+DC= S ;/=;C

D+ 4,&, +S ;/=;/0 4,B,&,S S ;/=;/

9N,B,NG,N +S ;/=;/= 4,N= +S ;/=;C

4&,D=& +S ;/=;/ 4,&,G,N= S ;/=;

N+N-, CS ;/=;/K 4,-,4B,G +S ;/=;A

&=,S +S ;/=;=0 N,= +S ;/=;K

S,N ,N-=N= +S ;/=;=/ ,L,,G CS ;/=;A/

S,N A=S+ +S ;/=;=C ,S@D +S ;/=;AC

-,L=L=&, S ;/=;= C,B,-@,N N9S =;=A0K

F.D=4NC+ N9S =0=0 S@4=&= ,S =0=1CN+N-, N9S =0=A1


71/76

PA$APAG II PAM(-AN I

B,G,C, +S ;/=;C0 B@S, +S ;/=;AK

B,NG=N S ;/=;C; C,NA@4,D,L +S ;/=;=C,G*,NB=NG S ;/=;CA G,DG,,N +S ;/=;AC,N=NG9,N +S ;/=;C1 G=- +S ;/=;K

C,,C@A,N +S ;/=;CK 4,N,9, S ;/=;1;D=E, . G=&G=N, +S ;/=;0 ,4B@A,N CS ;/=;1/

A,NG-@D +S ;/=;; S,N &,4=N +S ;/=;1C

4,N,A,= +S ;/=;= ,4B@A,N N9S =0=AK4=NB=N +S ;/=;

N,GB=B-,C +S ;/=;1

N,-,= +S ;/=;A0

=S4+E, +S ;/=;A;

,NG,NG S ;/=;A=

S,NG, +S ;/=;A

S4=&, +S ;/=;AA

SN,L,&,N +S ;/=;A

-N,4= +S ;/=;A1

C,,C@A,N N9S =0==K

A,NG-@D N9S =;=A01

,NG,NG N9S =;=A;;


72/76

PAM(-AN II ROSARIO

BG. @N= +S ;K=0;= ,G@,D, +S ;/=;11

C,B,B-=*,N +S ;/=;0 B,N-=LN,= +S ;/=;1KC,GBG,A= +S ;/=;; B@+N,S-, +S ;/=;K0C,4,&,NG, +S ;/=;/ G@ND,@L,N +S ;/=;K;

D=N S-= B,L,NG@- S ;/=;C A,4=*=G +S ;/=;K/D=E, ,N+C-, S ;/=; ,LNG,N +S ;/=;K=

G,&,,N +S ;/=;1 LG,, +S ;/=;KC

N,N,9,,N +S ;/=;10 &F -=B+S 4+4. +S ;K=00C

,4B@A,N CS ;/=; &=S,&= CS ;/=;K

,NN&=NG,N +S ;/=;1= S,L9,G +S ;/=;KA

S+N=N=G,N +S ;/=;1 B@+N,S-, N9S =0==A-@L, +S ;/=;1A &=S,&= N9S =0==

N,G@N,,N +S ;/=;1 G@ND,@L,N N9S =;=A/A

S,N &=@+*,4B@A,N =0=1;?=L= L. L=B=S N9S =;=A/;


73/76

SAN ANTONIO SAN ISIRO

B@&,B=D +S ;/=;K ,L+G&, +S ;/=/0A

D,L@&- +S ;/=;K1 B@+N,S-, +S ;/=/0+G,NG +S ;/=;KK C,B,L, S ;/=/014,N&,, +S ;/=/00 C,GL,N,= +S ;/=/0K

L,& +S ;/=/0; 9, ,LL+ +S ;/=/;0&?,L +S ;/=/0/ 4,B@9, +S ;/=/;;

S,N ,N-=N= CS ;/=/0= ,L,N- +S ;/=/;/

S,N NC=L,S +S ;/=/0C S,L,C=N +S ;/=/;=

NS-,9,N +S ;/=/0 S,N SD&= CS ;/=;1/

S,N ,N-=N= ,S =0= S,N A@,N +S ;/=/;

S,N &=@+ +S ;/=/;A

S++N 9LLS +S ;/=/;

S-=. NE= S ;/=/;1

+&,-= +S ;/=/;K

,L+G&, N9S =0==0

S,N SD&= ,S =0=S,N SD&= N9S (S) =0=1

+&,-= N9S =;=A0;


74/76

SAN OSE SAN ROL-E

,G@,D,9,N +S ;/=//0 B,LN,S,N +S ;/=/=/

B,G=NGS,B,NG +S ;/=//; B,L@D +S ;/=/==B=NGL,S S ;/=/// B,N-,,N +S ;/=/=CD,= +S ;/=//= C=&=C=N=G +S ;/=/=

G+NG,&=G S ;/=// D,L+ +S ;/=/=AG+&,-,G +S ;/=//C GN,GD,N,N +S ;/=/=1

L,@9,N +S ;/=//A L,=*,NG,N +S ;/=/=K

4,ND@G,NG +S ;/=// L,,,N S ;/=/C0

. -NG?=N +S ;/=//1 L@B=G S ;/=/C;

S,N A=S+ CS ;/=//K L@C+&= 9+G9-S S ;/=/C/

S,N L=&+N?= +S ;/=/=0 4,L=B,G= +S ;/=/C=

-@BGD,N,= +S ;/=/=; ,GS,NG*,N +S ;/=/CC

S,N A=S+ -+C9.9S =0=10 S,N &=@+ CS ;/=/C

B,N-,,N N9S =;=A0CD=N A@,N F. ,,L=N N9S =0=CA

4,L=B,G=*,GS,NG9,N N9 =;=A;/


75/76

SAN ICENTE SI$INO $-(OS

4,&,G,- +S ;/=/CA B,L@D S ;/=/;

S,N C+N-+ CS ;/=/C C,B,B,=G,N +S ;/=//S,NG@-,N +S ;/=/C1 C,B=NG,*,N +S ;/=/=SL, +S ;/=/CK C,GD,= S ;/=/C

-,&N,-+ +S ;/=/0 C,G9L=- +S ;/=/C,4,NGG,&,N S ;/=/A

4=NG=LB=NG=L N9S =0=A C,4,,,N S 12325$

S,N C+N-+ SF =0=1/ D+- D+ S@B, +S ;/=/1

D+- D+ -@&,G S ;/=/K

G+B=L,NG,N +S ;/=/A;

G+B=N,,N S ;/=/A0

GG@4-,N S ;/=/A/

GCB=,N S ;/=/A=

GN,G,S,N +S ;/=/AC

G,&,,N D+ -@&,G +S ;/=/A

G@S,&,N S ;/=/AA

4+LD, S ;K=0;0

S,N SD&= S ;/=/A

SLN= L=B=S CS ;/=/A1

C-=& +S ;/=/AK

SLN= L@B=S 9S =0=1=


76/76

ICTORIA

,C+DLL= +S ;/=/0

B@+N,S@+&-+ +S ;/=/;B@+N=S ,&+S +S ;/=//C=L,B*=G +S ;/=/=

+&+N,S +S ;/=/CG=N?,G, +S ;/=/

LB+&-,D +S ;/=/A

L@S-, +S ;/=/

L@NGB +S ;/=/1

4,LL, +S ;/=/K

,S,B@+N, +S ;/=/10

S,N L,?,&= +S ;/=/1;

S,N 4G@+L +S ;/=/1/

S,N &=4,N +S ;/=/1=

C-=&, CS ;/=/1C

C-=&, N9S =0=1

TSNA Self Assessment Spreadsheet1

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