NCBTS Narda

7/27/2019 NCBTS Narda

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Background

THE TSNA SYSTEM FRAMEWORK

The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basiceducation. These policy reforms are expected to create the critical changes necessary to further accelerate, broaden, deepen

and sustain the improved education effort already started. This package of policy reforms is referred to as the Basic Education

Sector Reform Agenda (BESRA).

One key element in the reform agenda is the establishment of the National Competency-Based Teacher Standards (NCBTS).

This is a framework that establishes the competency standards for teacher performance so that teachers, learners and

stakeholders are able to appreciate the complex set of behaviors, attitudes and skills that each teacher must possess in order

to carry out a satisfactory performance of their roles and responsibilities

This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resource materials, structured

learning session guides, manual for administration, scoring and interpretation, hard copy and e-versions of the tool and the

monitoring and evaluation scheme and tools for the implementation of the NCBTS-TSNA.

In response to the need for an instrument that identif ies the professional strengths and development needs of the teachers,

the NCBTS-Teachers' Strengths and Needs Assessment (TSNA) was developed and validated through the AusAID-funded

Project STRIVE (Strengthening the Basic Education in the Visayas), in coordination with the EDPITAF (Educational

Development Implementing Task Force), and Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol and Northern

Samar, and further validated by the TEDP-TWG (Teacher Education Development Program-Technical Working Group at the

national level.

NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT

The Teachers Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of quality professional

development programs that are aligned to the needs of the programs clientele. The TSNA determines the differences

between the actual situation (what is) and the desired condition (what should be) in terms of teachers competencies within the

department. In this NCBTS-TSNA the actual situation is described the current competencies as perceived by the teacher. The

prof ile of the teachers current competencies is compared to the NCBTS standards for effective teaching. This TSNA,

therefore, identi fies the competency strengths as well as the gap between the expected and the current teachers

competencies in terms of Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and performance

indicators of the NCBTS.

The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effective Teaching) is actually

done by analyzing nationally set teacher standards in behavioral terms or by identifying effective teaching competencies. The

DepED Central Off ice and Regional Off ices are tasked to do this phase of the TSNA process. Phase II (Teacher Trainee

Analysis) is the instrumentation to determine the current teacher competency levels in KSA terms which is done by the

individual teacher at the school level. Phase III (Strength-Need analysis) is the analysis of the strengths and discrepancies

between the standards set and the current teachers data on their competencies which is carried out at the school, cluster,

District or Division level for their respective purposes related to teacher training/development.


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Purpose of the NCBTS-TSNA

1.5. Planning, Assessing and Reporting

1.2. Learning Environment

1.3. Diversity of Learners

Specifically, the TSNA intends to:

In order to realize the commitment to provide quali ty basic education through the Key Result Thrust (KRT2) of BESRA

emphasizing the Professional Development of Teachers, the TSNA is conducted to gather data on the needs of teachers for

their continuin trainin and develo ment.

1.4. Curriculum

An important aspect of the TSNA process is the utilization of its results that will serve as inputs in the preparation of Individual

Plan for Professional Development Plan (IPPD) and in designing programs and activities for teachers at the school, division

and regional levels. The consolidated TSNAs at the school, division and regional level inform the school improvement plan

(SIP), Division Development Plan (DEDP) and the Regional Development Plan (REDP), with respect to the plans for

professional development at the school, division and the regional levels.

When established, the TSNA system ensures that teachers routinely use CBTS in making self-assessments of their current

practices to identify their individual development needs, and that school heads, division and regional offices also routinely use

CBTS in identifying teacher performance factors that affect school-wide learning outcomes (BESRA PIP, 2006 Version (PIP

V.1, p. 21).

1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis--vis the standards set by

the NCBTS in each of the seven domains and 23 strands:

1.1. Social Regard for Learning

GAP

PHASE III

STRENGTH-NEED ANALYSIS

PHASE I

Job Analysis

Competency Analysis

PHASE II

Current KSA and

Competency

KSA Required and

Competency Standards

COMPETENCY

ASSESSMENT

Instrumentation

Data Gathering

Teacher Trainee

Competency Strengths &

Learning NeedsConsolidated TSNAResult

Teacher's IPDP

SIP

DEDPSIP

DEDP

SIP

DEDPMaster Plans for

Professional

Development


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Expected Outputs

The NCBTS and the KSAs Developed for the TSNA

S=2 P= 5 KSA= 18S=5 P=17 KSA=59

S=1 P=8 KSA=27

S=7 P=22 KSA=78

S=4 P=12 KSA=40

S=1 P=6 KSA=18

S=3 P=10 KSA=30

S=23 P=80 KSA=270

School-Based Implementation of the TSNA

Based on the purpose stated above, the TSNA is expected to yield the following specific outputs:

A. At the individual level:

Domain 2: Learning Environment........................................

Domain 3: Diversity of Learners..

The principle of school-based management empowers the School Heads to provide instructional leadership and

therefore they must be aware of the framework of the NCBTS that defines the concept of effective teaching. One of the

ways by which School Heads can support the professional development of the teachers is when they have the first-

hand information about the training needs of teachers. The NCBTS-TSNA tool intends to identify specific training needs

of teachers, thus the School Heads and Schools Supervisors need to be knowledgeable of the features of the tool and

its proper administration and results utilization.

Domain 7: Personal and Professional Growth

Total ..

Consolidated TSNA results that reflect the general strengths and learning needs of the teachers in the school

C. At the cluster/ /division level:Consolidated TSNA results of participating school teachers in a given cluster/division

The TSNA tool is anchored on the NCBTS Framework set by the Department of Education. This contains seven integrated

domains for effective teaching which are: Domain 1Social Regard for Learning; Domain 2Learning Environment; Domain

3Diversity of Learners; Domain 4Curriculum; Domain 5 Planning, Assessing and Reporting; Domain 6Community

Linkages; and Domain 7Personal Growth and Professional Development. Each domain has its corresponding strands and

each strand has performance indicators. A total of seven domains, 23 strands and 80 performance indicators make up the

NCBTS competency standards set by the DepED.

Domain 1: Social Regard for Learning.................................

A. Orientation of School Heads on the NCBTS and the TSNA

Domain 5: Planning, Assessing and Reporting

Domain 4: Curriculum

KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):

An Individual Teacher Scoring Template that contains TSNA results indicating the strengths and training needs in each of

the seven domains and 23 strands.

B. At the school level:

Domain 6: Community Linkages

1.6. Community Linkages

1.7. Personal Growth and Professional Development

2. Consolidate the TSNA results at the school, cluster, and division levels.


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Schools within the Division are expected to form clusters. Each cluster should designate a Leader School. Leader

School Heads and their respective NCBTS Coordinators become the Implementers of the TSNA across the schools

within their clusters. School Heads from within each cluster are convened to go through parallel knowledge building and

to conduct the TSNA for their own teachers. The District Supervisors will take the role of guiding and monitoring the

TSNA system and procedures within the cluster or district.

B. Schools-Cluster TSNA Implementation

The orientation should therefore, involve clusters of School Heads with their respective NCBTS School Coordinators

from Leader Schools and District Supervisors within each Division. The designation of the NCBTS school coordinator is

upon the discretion of the School Head taking into consideration the criteria outlined in the Orientation Guide contained

in the NCBTS-TSNA Package.

The NCBTS-TSNA package has been designed for knowledge building and advocacy on the NCBTS and for the

transfer of the technology to conduct TSNA at the school level. The package provides the participants with: (a) a

deeper understanding of the NCBTS framework, the meaning of the domains, strands, and performance indicators, and

the identification of the KSAs; (b) familiarity with the content of the TSNA tool and its proper administration to assist

schools in the conduct of TSNA.


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GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL

B. The Electronic Self-Assessment Tool

This Electronic Self-Assessment Template consists of three worksheets labelled as:

"Teacher Profile" - pink-colored tab and a data-entry form for teacher respondent's personal and professional data

"Self-Assessment" - green-colored tab is the TSNA instrument

"Summary" - yellow-colored tab displays the result of assessment after all TSNA items have been accomplished

1. Fill in the Teacher Profile. Data provided here shall feed into the Human Resource Information System of DepEd

2. After completing the Teacher Profile, proceed to the Self-Assessment Worksheet by clicking on the "Self Assessment" tab

3. In the Self Assessment worksheet, click on the appropriate checkbox that corresponds to your answer for each KSA

3.1As a checkbox is ticked, the row color turns blue indicating that the response/answer is accepted

3.2 When more than one answer is provided for one KSA, the row color turns red indicating an erroneous answer Only one answer must be provided for each KSA, hence only one checkbox ticked.

4. Upon successfully completing all items, message "Click Summary Worksheet to view results" is displayed.

My level of competence in the KSA is fair and I need further training &

development as a priority.

My level of competence in the KSA is low. I urgently need training

and development

The TSNA Tool is a self-assessment exercise that is introduced by the School Head/NCBTS Coordinator through an orientation process

in order for the teacher-respondents to understand its importance and thus reflectively respond to the instrument. The Tool in

electronic format (Excel) is contained on a compact disk (CD) with an auto-scoring system. Each teacher may be given an individual CD

or may respond to the TSNA tool from a file installed on a common computer. It takes an average of one hour to accomplish the

instrument. The scores and individual profile of the teacher in the seven domains with corresponding strands and performance

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

instrument.

Self-Administration of the TSNA Tool

A. The TSNA Responses

The instrument contains clusters of KSAs specific to a particular performance indicator with a common stem: At what level do I

Considering that the NCBTS-TSNA tool is intended for self-assessment and not for performance ratings, the responses to the items are

expressed qualitatively i.e. High (H), Satisfactory (S), Fair (F), and Low (L).

The reference codes presented below guide the respondent in registering her/his self-assessment for each KSA:

Interpretation

My level of competence in the KSA is high. This is my strength,

although not a priority training & development need.

F

(Fair)

L

H

(High)

S

(Satisfactory)

My level of competence in the KSA is satisfactory but I would benefit

from further training & development

Code

( Low)


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Click Summary Worksheet to view interpretation of assessment results.

Note : Automatic scoring is not enabled when any one of the items in the worksheet has not been answered and/or two

answers were provided for one KSA. In this case, the message "ERROR" is displayed. Review answers giving special

attention to red and grey colored rows.

Developing. Fairly competent in KSA and need further training

and development1.00-1.50 25.00% - 37.50% Beginning. Lacking competence in KSA and require urgent

training and development

Experienced. Competent in the KSA but would benefit from

further training and development

Level of Teaching Competence

3.51-4.00

2-51-3.50

Interpreting and Consolidation of the TSNA Profiles

TSNA results may be interpreted using the scale scores or the percentage scores. Upon completion of the NCBTS-TSNA Tool, anobtained score whether an average of the domain, strand or performance indicator, is interpreted using the appropriate indices in the

chart below. A score to be interpreted may either be an average of a particular domain, or a strand or a specific performance indicator

as the case may be.

Consolidation of TSNA results is done electronically to report on TSNA of a given school, cluster or Division.

The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and strengths

along these dimensions may also be inferred from the TSNA results.

Range

87.51% - 100%

1.51-2.50

Utilization of TSNA Results for the Development of IPPDs

The TSNA Individual Profile is used for the development of the teachers IPPD. The identified learning needs therein are appraised by

the teacher while taking into consideration the priorities set by the school for its future development. It is important that the teachers

develop themselves in order to contribute towards addressing the most urgent needs and the priorities identified by the school. The

IPPD is therefore prepared by the teachers to identify their training needs in line with their own priorit ies and those of the school. Aseparate document has been developed detailing the concepts and procedures related to the preparation of IPPDs.

Scale scores % Scores

Expert. Very competent and can support other teacher's

improvement

62.51% - 87.50%

37.51% - 62.50%


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Teacher Profile

I. PERSONAL DATA

1. Family Name (Last name) First Name

2. Gender 3. Civil Status 3.

4. Date of Birth 5. Place of Birth

6. Contact Address (City/State/Country)

Zip Code 4 2 2 8

7. Region 8. Division 9. District

10. School Name 11. School ID 12.

12. School Address

13. Start Date of Teaching Service (YYYY-MM)

-14. Subject Area Concentration:

Elem: English Math Sci Science Filipino Makabayan

Sec : English Math Sci Science Pilipino Makabayan

II. EDUCATIONAL ATTAINMENT

mm dd yy

Major 19

Master's

Doctoral

Others

III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT position FIRST)

Position School

(Please use additional sheet if necessary)

IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)

Married

Batangas Province

Tilambo , Taysan ,Batanga

107806Tilambo Elementary School

11 6 1973

DD

Mangaliman Leonarda

BEED

Tilambo, Taysan, Batangas

Female

2001 JULY

Tilambo Elementary School

Filipino

YYYY

IV-A

MM

University of The East, Mla

Subjects Taught Grade/Yr

Sci .Msep.Hert

All Subects

All Subects

All Subjects

Teacher II

Teacher I

Teacher II

Teacher II

Tilambo Elementa

Tilambo Elementa

San Isidro Elementa

Guinhawa Elementa

2

3,4

4,5,6

3

8ENGLISH NATIONALENHANCING THE TEACHING AND LOVE FOR READING

Subjects AreaTitle LevelNo. of Hours

Degree Major School Incl


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Domain 1

Strand 1.1

Indicator 1.1.1

K1 1

K2 2

S1 3

S2 4

A1 5Indicator 1.1.2

K3 6

S3 7

A2 8

Indicator 1.1.3

K4 9

S4 10

A3 11

Indicator 1.1.4

K5 12

S5 13

S6 14A4 15

Strand 1.2

Indicator 1.2.1

K6 16

S7 17

A5 18

Domain 2

Strand 2.1

Indicator 2.1.1

K7 19

S8 20

A6 21

Indicator 2.1.2

K8 22

S9 23

A7 24

Indicator 2.1.3

K9 25

K10 26

S10 27

A8 28

Strand 2.2

Indicator 2.2.1

K11 29

S11 30

A9 31

Indicator 2.2.2

K12 32

S12 33

A10 34

Indicator 2.2.3

K13 35

K14 36

S13 37

A11 38Strand 2.3

Indicator 2.3.1


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K15 39

S14 40

S13 41

A11 42

Indicator 2.3.2

K16 43

S16 44

A13 45Indicator 2.3.3

K17 46

K18 47

S17 48

A14 49

Indicator 2.3.4

K19 50

S18 51

A15 52

Strand 2.4

Indicator 2.4.1

K20 53K21 54

S19 55

S20 56

A16 57

Indicator 2.4.2

K22 58

S21 59

A17 60

Indicator 2.4.3

K24 61

K25 62

S22 63

A18 64

Indicator 2.4.4

K26 65

S23 66

A19 67

Strand 2.5

Indicator 2.5.1

K27 68

S24 69

A20 70

Indicator 2.5.2

K28 71

S25 72

S26 73

A21 74

Indicator 2.5.3

K29 75

S27 76

A22 77

Domain 3

Strand 3.1

Indicator 3.1.1

K30 78

S28 79


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A23 80

Indicator 3.1.2

K31 81

S29 82

A24 83

Indicator 3.1.3

K32 84

S30 85S31 86

A25 87

Indicator 3.1.4

K33 88

S32 89

A26 90

Indicator 3.1.5

K34 91

S34 92

S35 93

A27 94

Indicator 3.1.6

K35 95

S36 96

A28 97

Indicator 3.1.7

K36 98

S37 99

A29 100

Indicator 3.1.8

K37 101

S38 102

S39 103

A30 104

Domain 4

Strand 4.1

Indicator 4.1.1

K38 105

S40 106

A31 107

Indicator 4.1.2

K39 108S41 109

A32 110

Indicator 4.1.3

K40 111

S42 112

A33 113

Indicator 4.1.4

K41 114

S43 115

A34 116

Indicator 4.1.5

K42 117


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S44 118

A35 119

Indicator 4.1.6

K43 120

S45 121

A36 122

Indicator 4.1.7

K43 123

ICT 124

A36 125

Indicator 4.1.8

K43 126

S45 127

A36 128

Indicator 4.1.9

K43 129

S45 130

A36 131

Strand 4.2

Indicator 4.2.1

K43 132

S45 133

A36 134

Indicator 4.2.2

K43 135

S45 136

A36 137

Strand 4.3

Indicator 4.3.1

K43 138

S45 139

A36 140

Indicator 4.3.2

K43 141

S45 142

A36 143

Strand 4.4

Indicator 4.4.1

K43 144

S45 145

A36 146

Indicator 4.4.2

ICT 147

ICT 148

ICT 149

S45 150

A36 151

Indicator 4.4.3

K43 152

S45 153

A36 154

Indicator 4.4.4

K43 155

S45 156


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A36 157

Indicator 4.4.5

K43 158

S45 159

A36 160

Indicator 4.4.6

K43 161

S45 162A36 163

164

Strand 4.5

Indicator 4.5.1

K43 165

S45 166

A36 167

168

Strand 4.6

Indicator 4.6.1

K43 169

S45 170

A36 171

172

Strand 4.7

Indicator 4.7.1

173

174

175

176

177

178

179

180

181

182

Domain 5

Strand 5.1

Indicator 5.1.1

K43 183

S45 184

A36 185

A36 186

187

Indicator 5.1.2

K43 188

A36 189190

Indicator 5.1.3

K43 191

S45 192

A36 193

Strand 5.2

Indicator 5.2.1

K43 194

S45 195

A36 196

Indicator 5.2.2

K43 197


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S45 198

A36 199

Indicator 5.2.3

K43 200

A36 201

202

Indicator 5.2.4

K43 203

S45 204

A36 205

206

A36 207

Indicator 5.2.5

K43 208

S45 209

A36 210

Strand 5.3

Indicator 5.3.1

K43 211

S45 212

A36 213

A36 214

Indicator 5.3.2

K43 215

S45 216

Strand 5.4

Indicator 5.4.1

K43 217

S45 218

A36 219

Indicator 5.4.2

K43 220

S45 221

A36 222

Domain 6

Strand 6.1

Indicator 6.1.1

K43 223

S45 224

A36 225

Indicator 6.1.2

K43 226

S45 227

A36 228

Indicator 6.1.3

K43 229

S45 230

A36 231

Indicator 6.1.4

K43 232S45 233

A36 234


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Indicator 6.1.5

K43 235

S45 236

A36 237

Indicator 6.1.6

K43 238

S45 239

A36 240

Domain 7

Strand 7.1

Indicator 7.1.1

K43 241

S45 242

A36 243

Indicator 7.1.2

K43 244

S45 245

A36 246

Indicator 7.1.3

K43 247

S45 248

A36 249

Indicator 7.1.4

K43 250

S45 251

A36 252

Strand 7.2

Indicator 7.2.1

K43 253

S45 254

A36 255

Indicator 7.2.2

K43 256

S45 257

A36 258

Strand 7.3

Indicator 7.3.1

K43 259

S45 260

A36 261

Indicator 7.3.2

K43 262

S45 263

A36 264

Indicator 7.3.3

K43 265

S45 266

A36 267

Indicator 7.3.4

K43 268

S45 269A36 270


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SOCIAL REGARD FOR LEARNING

Teacher actions demonstrate value for learning

Implements school policies and procedures

At what level do I ...

know school policies and procedures?

understand school operations?

implement policies and procedures ?

communicate policies and procedures to students, parents and other concerned persons?

abide by the school policies and procedures?Demonstrates punctuality


possess awareness on the implementation of "time on task" in all responsibilities?

demonstrate punctuality in accomplishing expected tasks and functions?

model the value of punctuality?

Maintains appropriate appearance


know decorum i.e. dress code, behavior of teachers?

practice decorum in all occasions?

value decorum expected of teachers?

Is careful about the effect of one's behavior on students


understand the theoretical concepts and principles of social learning?

show appropriate behavior even during unguarded moments?

apply knowledge on social learning in dealing with students?consider the influence my behavior has on students?

Demonstrates that learning is of different kinds and from different sources

Makes use of various learning experiences and resources


know a range of sources through which social learning may be experienced?

use information from a variety of sources for learning (e.g. family, church, other sectors of the community)?

appreciate that students learn through a range of different social experiences?

LEARNING ENVIRONMENT

Creates an environment that promotes fairness

Maintains a learning environment of courtesy & respect for different learners (e.g.ability, culture, gender)


understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, family background and gender)?

maintain a learning environment that promotes courtesy and respect for all learners?

show courtesy and respect to everyone at all times?

Provides gender-fair opportunities for learning


understand the objectives, principles and strategies for Gender and Development (GAD)?

provide gender fair learning opportunities?

uphold gender sensitivity in my dealings with learners and others?

Recognizes that every learner has strengths


understand the psychological foundations of learner's growth and development

knows about potentialities and uniqueness of individual learners?

provide learning activities that allow all learners to reach their full potential?

recognize leraner's individual potentials and strengths?

Makes the classroom environment safe and conducive to learning

Maintains a safe and orderly classroom free from distractions


know the principles of classroom management, room structuring and safety measures?

maintain a safe, clean and orderly classroom free from distractions?

show concern for a safe and conducive learning environment?

Arranges challenging activities in a given physical environment


know various challenging activities that can be adapted in any given physical environment?

conduct challenging learning activities despite physical environment constraints?

show enthusiasm to conduct learning activities in any given situation?

Uses individual and cooperative learning activities to improve capacities of learners for higher learning


understand the importance and dynamics of both individual and cooperative learning?

know varied strategies for individual and cooperative learning?

balance the use of individual and cooperative learning activities?

see the value in creating individual and cooperative learning activities?Communicates higher learning expectations to each learner

Encourages learners to ask questions


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know the art of questioning and different techniques of asking higher order questions?

provide opportunities for learners to ask questions?

ask questions that stimulate critical and creative thinking among learners?

show an accepting response/gesture in dealing with questions of learners?

Provides learners with a variety of learning experience


know various strategies that elevate students' level of learning?

provide learners with variety of experiences that enhance learning?

willingly provide learners with a variety of challenging learning activities?Provides varied enrichment activities to nurture the desire for further learning


understand how enrichment activities enhance the learners' desire to learn?

know ways of motivating the learners to learn further and more effectively?

facilitate varied enrichment activities that are interesting for further learning?

show diligence in making enrichment materials?

Communicates and maintains high standards of learning performance


know the implications of achieving high standards of learning performance for total human development?

help learners maintain high standards of learning?

inspire learners to set high performance targets for themselves?

Establishes and maintains consistent standards of learners' behavior

Handles behavior problems quickly and with due respect to children's rights


understand the rights and responsibilities of the child as embodied in different laws, e.g. RA 7610, PD 603?know behavior management techniques for learners with behavioral problems?

identify learners with behavioral problems?

employ appropriate procedures and actions consistently when dealing with learners with behavioral problems?

show a compassion and caring attitude in managing behavior problems?

Gives timely feedback to reinforce appropriate learners' behavior


know the concept, importance and techniques of social reinforcement?

provide timely and appropriate reinforcement on learners' behavior?

believe that positive reinforcement leads to improved learner behavior?

Guides individual learners requiring development of appropriate social and learning behavior


understand the learners' social development stages?

know different strategies that enhance learners' social development?

use varied teaching-learning strategies that make use of social interaction?

show patience in managing different social and learning activities?

Communicates and enforces school policies and procedures for appropriate learner behavior


know DepED/school policies and procedures on student discipline?

communicate and enforce policies and procedures related to students behavior?

commit to enforcing school policies and procedures?

Creates a healthy psychological climate for learning

Encourages free expression of ideas from students


know the concepts and principles of democratic expression of ideas?

provide activities that will encourage respect and free expresssion of ideas?

encourage learners to express their ideas freely and responsibly?

Creates stress-free environment


know the the elements and importance of establishing a stress-free learning environment?

manage conflicts and other stress-related situations?

initiate and create programs (e.g. child-friendly school system) and activities that promote stress-free environment?

get involved in advocacy activities that create a stress-free environment?

Takes measures to minimize anxiety and fear of the teacher and/or subject


know about child-friendly teaching strategies?

encourage learners to develop a positive attitude towards their subject and teacher?let my students feel they are accepted?

DIVERSITY OF LEARNERS

Determines, understands and accepts the learners' diverse background knowledge

and experience

Obtains information on the learning styles, multiple intelligences and needs of learners


understand the theories and concepts of multiple intelligences and learning styles?

identify learning styles and multiple intelligences of learners?


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show diligence in obtaining information on di fferent learning needs?

Designs or selects learning experiences suited to different kinds of learners


know techniques and strategies in designing/selecting activities for varied types of learners?

utilize varied activities for various types of learners?

show respect and concern for individual differences of students?

Establishes goals that define appropriate expectations for all learners


understand the requirements in setting goals for differentiated learning?

utilize differentiated activities to meet expected learning goals of learners?assist learners in setting learning goals for themselves?

appreciate the need to consider the differences in experiences and capabilities of learners?

Paces lessons appropriate to needs and difficulties of learners


know teaching principles and strategies for addressing learners' needs and difficulties?

pace lessons according to learners' needs and difficulties?

show flexibility in pacing lessons to support the needs of the learners?

Initiates other learning approaches for learners whose needs have not been met by usual

approaches


have the knowledge on teaching principles and strategies for students-at-risk ?

keep track of students at risk?

provide appropriate intervention programs for learners-at-risk?

appreciate the need to help students-at-risk?

Recognizes multi-cultural background of learners when providing learning opportunities


know the cultural background of my students and its implications to my teaching?

provide appropriate learning activities to students with different cultural background?

show appreciation for cultural diversities?

Adopts strategies to address needs of differently-abled students?


know the educational psychology of learners with special needs?

use appropriate strategies for learners with special needs?

show sensitivity to learners with special needs?

Makes appropriate adjustments for learners of different socio-economic backgrounds


understand the effects of socio-economic status on learning performance?

determine the different socio-economic background of trainers?

use techniques to motivate learners of the lower socio-economic status?

show fairness to all learners regardless of their economic status?

CURRICULUM

Demonstrates mastery of the subject

Delivers accurate and updated content knowledge using appropriate methodologies,

approaches and strategies


have an updated content knowledge and teaching strategy in my subject area?

apply the updated content and appropriate strategies in my teaching?

commit to deliver accurate and updated content knowledge?

Integrates language, literacy and quantitative skill development and values in his/her

subject area


have knowledge about multi-disciplinary integrative modes and techniques of teaching?use multi-disciplinary integrative modes and techniques of teaching the subject area?

support the integration of language, literacy, skill development and values in the learning activities?

Explains learning goals, instructional procedures and content clearly and accurately to

students


possess in-depth understanding of the subject area's learning goals, instructional procedures and content based on curriculum?

explains learning goals, concepts and processes clearly and accurately to learners?

give sufficient time to explain the lessons for clear understanding of the learners?

Links the current content with past and duture lessons


understand interrelation of topics/content within the subject area taught?

link the present subject matter content with the past and future lessons?

value the need to relate prior knowledge of learners with the present and future lessons?

Aligns with lesson objectives the teaching methods, learning activities and instructional

materials or resources appropriate to learnersAt what level do I ...

have the knowledge in designing lessons with congruent objectives, teaching methods, learning activities and materials?


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teach lessons that have congruency of objectives, procedure, materials and evaluation?

appreciate the value of aligning objectives with all the parts of a lesson?

Creates situations that encourage learners to use high order thinking skills


understand the concept of critical thinking and the facets of understanding?

engage learners in activities that develop higher order thinking skills?

patiently motivate learners to develop higher order thinking skills?

Engages and sustains learners' interests in the subject by making content meaningful and

relevant to them

At what level do I ...know strategies and materials that promote authentic learning?

apply various appropriate strategies and/or technology to motivate & sustain learning?

believe in relating classroom learning to real world expereinces?

Integrates relevant scholarly works and ideas to enrich the lessons as needed


update myself with relevant scholarly works and ideas related to my subject area?

integrate scholarly works and ideas to enrich the lesson for the learners?

show enthusiasm and openness to new learning?

Integrates content of subject areas with other disciplines


know about other disciplines related to the subject I am teaching?

integrate content of subject area with other disciplines?

appreciate integrative mode of teaching?

Communicates clear learning goals for the lessons that are appropriate for learners

Sets appropriate learning goalsAt what level do I ...

know the learning goals vis--vis specific subject content of the level I am teaching?

set doable and appropriate daily learning goals for the learners?

reflectively choose appropriate learning goals?

Understand the learning goals


understand the connection of the short-term goals to the long-term goals of learning?

practice relating short-term goals to long term goals for learning?

value the learning goals set in the curriculum?

Make good use of allotted instructional time

Establishes routines and procedures to maximize instructional time


understand the principles and procedure of maximizing instructional time?

apply techniques of "time on task" in planning and delivering lessons?

observe discipline on time management?

Plans lessons to fit within available instructional time


know the principles and techniques of lesson planning considering the allotted instructional time ?

design parts of the lesson within available instructional time?

show efficiency in the use of time to effectively attain learning goals?

Selects teaching methods, learning activities and the instructional materials

or resources appropriate to the learners and aligned to objectives of the lesson

Translates learning competencies to instructional objectives


know the learning competencies in my learning areas in order to formulate appropriate instructional objectives?

translate learning competencies into instructional objectives?

show a reflective attitude in translating learning competencies to instructional objectives?

Selects, prepares, and utilizes technology and other instructional materials appropriate to

the learners & learning objectives


know various technology and instructional materials appropriate for my learning area?

select and utilize updated and appropriate technology/instructional materials?

use appropriate technology resources to achieve curriculum standards and objectives?

prepare adequate and appropriate instructional materials for the learners and the learning objectives?

manifest resourcefulness in preparing instructional materials?

Provides activities and uses materials which fit the learners' learning styles, goals and culture


know the principles of instructional material preparation for different types of learners?

use relevant activities and materials suited to the learning styles, goals and culture of the learners?

believe in the need to provide activities and use materials appropriate to the learners?

Uses a variety of teaching approaches and techniques appropriate to the subject matter

and the learners

At what level do I ...understand the theories, approaches and strategies in teaching the subject area?

use variety of teaching strategies and techniques appropriate to the learners and subject matter?


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show enthusiasm in using innovative and appropriate teaching techniques?

Utilizes information derived from assessment to improve teaching and learning


understand the proper utilization of assessment results to improve teaching and learning?

use assessment results in setting learning objectives and learning activities ?

appreciate the value of assessment in improving teaching and learning?

Provides activities and uses materials which involves students in meaningful learning


know various educational theories (e.g. constructivism) and their implications to meaningful leaning?

apply relevant teaching approaches to achieve meaningful learning?use improvised and indigenous materials for meaningful learning?

appreciate teaching approaches to meaningful learning (e.g., constructivism)?

Recognizes general learning processes as well as unique processes of individual learners

Designs and utilizes teachning methods that take into account the learning process


know different teaching approaches and strategies suitable to various learners?

have knowledge on general and specific learning processes?

apply teaching-learning methodologies that respond to general and specific learning processes?

recognize the need to design teaching methods apropriate to the learning process?

Promotes purposive study

Cultivates good study habits through appropriate activities and projects


know the techniques in forming good study habits?

determine the current study habits of my students?

provide appropriate learning tasks and projects that support development of good study habits?

take extra time to help students form good study habits?

Demonstrates skills in the use of ICT in teaching and learning

Utilizes ICT to enhance teaching and learning


know the nature and operations of ICT systems as they apply to teaching and learning?

understand how ICT-based instructional materials/learning resources support teaching and learning?

understand the process in planning and managing ICT-assisted instruction?

design, develop new or modify existing digital/and or non-digital learning resources?

use of ICT resources for planning and designing teaching-learning activities?

use ICT tools to process assessment and evaluation data and report results?

demonstrate proficiency in the use of computers to support teaching and learning?

use ICT tools and resources to improve efficiency and professional practice?

value and practice social responsibility, ethical and legal use of ICT tools and resources?

show positive attitude towards the use of ICT in keeping records of the learners?

PLANNING, ASSESSING AND REPORTING

Develops and utilizes creative and appropriate instructional plan

Shows proof of instructional planning


know the elements and process of developing an instructional plan (e.g. daily, weekly, quarterly, yearly)?

arrrange sequentially the learning units with reasonable time allotment?

identify appropriate learning objectives, strategies, and accompanying materials in the plan?

identify appropriate and varied assessment procedures?

show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for instructional planning?

Implements instructional plan


know the factors for successful implementation of the instructional plan?

adjust the instructional plan to ensure attainment of objectives?appreciate the value of instructional planning?Demonstrates ability to cope with varied teaching millieu


know the different teaching-learning situations that could affect the implementation of the instructional plan?

cope with varied teaching milieu/setting?

manifest openness to make necessary adjustements to improve the instructional plan?

Develops and uses a variety of appropriate assessment strategies to monitor

and evaluate learning

Prepares formative and summative tests in line with the curriculum


know the principles and purposes of instructional assessment including formative and summative testing?

construct valid and reliable formative and summative tests?

appreciate the value of testing as a tool to improve instruction and learning performance?

Employs non-traditional assessment techniques (portfolio,journals, rubric, etc.)At what level do I ...

know the concepts, principles and strategies of non-traditional assessment?


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use appropriate non-traditional assessment techniques?

value the use of non-traditional assessment?

Interprets and uses assessment results to improve teaching and learning


know concepts, principles on interpretation and utilization of assessment results?

interpret and use test results to improve teaching and learning?

manifest fairness in the interpretation of test results?Identifies teaching-learning difficulties and possible causes and takes appropriate action to

address them

At what level do I ...know the concept and principles of diagnostic testing?

know the types of remedial lessons for slow learners?

identify teaching-learning difficulties and possible causes?

manage remediation programs?

manifest willingness and patience in conducting remediation programs?

Uses tools for addressing authentic learning


know the concepts and principles of authentic learning assessment?

utilize appropriate tools for assessing authentic learning?

enthusiastically develop and use tools for assessing authentic learning?

Monitors regularly and provides feedback on learners' understanding

of content

Provides timely and accurate feedback to learners to encourage them to reflect on and

monitor their own learning growth

At what level do I ...know the principles of giving and receiving feedback on learners' progress?

use strategies for giving feedback/reporting progress of individual learner?

motivate learners' to reflect and monitor their learning growth?

consistently provide timely and accurate feedback?

Keeps accurate records of grades/performance levels of learners


know the current guidelines about the grading system?

maintain accurate and updated learners' records?Communicates promptly and clearly to learners, parents and superiors about

progress of learners

Conducts regular meetings with learners and parents to respect learners' progress


know the dynamics of communicating learners' progress to students, parents and other stakeholders?

plan and implement a comprehensive program to report learners' progress to students and parents?

manifest accountability and responsibility in communicating the learners' progress to intended stakeholders?

Involves parents to participate in school activities that promote learning


understand the role and responsibilities of parents in supporting school programs to enhance children's learning progress?

involve parents to participate in school activities that promote their children's learning progress?

establish rapport and a cooperative working relationship with parents?

COMMUNITY LINKAGES

Establishes learning environment that respond to the aspiration of the community

Involves community in sharing accountability for learners' achievement


know the programs, projects, and thrusts of DepEd on school-community partnership?

involve the community in the programs, projects and thrusts of the school?

promote shared accountability for the learners' achievement?

Uses community resources (human, material) to support learning


know the various community resources available to enhance learning?

use available community resources (human, material) to support learning?

recognize community resources to support learning?

Uses community as a laboratory for learning


know strategies for experiential learning outside the classroom?

make use of the community as a laboratory for learning?

appreciate the world as a learning environment?

Participates in community activities that promote learning


know the teacher's social responsibility?link with sectors for involvement in community work?

show enthusiasm in joining community activities?


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Uses community networks to publicize school events and achievements


know the dynamics of community networking and information dissemination?

communicate the school events/achievements through community networks?

share information on school events/achievements to the community?

Encourages students to apply classroom learning to the community


know the social realities outside the classroom to make learning relevant?

provide learning activities ensuring their application to the community?

show sensitivity to the needs of the community?

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Takes pride in the nobility of teachers as a profession

Maintains stature and behavior that upholds the dignity of teaching


know the set of ethical and moral principles, standards and values embodied in the Code of Ethics for Professional Teachers?

practice the Code of Ethics for Professional Teachers?

manifest the values that uphold the dignity of teaching?

Allocates time for personal and professional development through participation in

educational seminars and workshops reading educational materials regularly and

engaging in educational research


know the requirements/expectations for personal and professional development of teachers?

prepare and implement an individual personal and professional development plan (IPDP)?

manifest zeal in undertaking educational research ?

Manifests personal qualities like enthusiasm, flexibility and caring attitude


know the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance them?

engage in self-assessment to enhance my personal qualities?

exhibit personal qualities such as enthusiasm, flexibility and caring attitude?

Articulates and demonstrates one's personal philosophy of teaching


understand the value of having a personal philosophy of teaching?

translate my philosophy of teaching into action?

share my personal philosophy of teaching with others?

Builds professional links with colleagues to enrich teaching practice

Keeps abreast with recent developments in education

At what level do I ...update myself with recent developments in education?

apply updated knowledge to enrich teaching practice?

manifest openness to recent developments in education?

Links with other institutions and organizations for sharing best practices


know of institutions and organizations with a goal to improve teaching practice?

link with other institutions and organizations that are helpful to the teaching profession?

get involved in professional organizations and other agencies that can improve my teaching practice?

Reflects on the extent of the attainment of professional development goals

Reflects on the quality of his/her own teaching


know the techniques and benefits derived from theory-guided introspection?

make a self assessment of my teaching competencies?

desire to improve the quality of my teaching?

Improves teaching performance based on feedback from the mentor, students, peers,

superiors and others


know the purposes and approaches in establishing an effective feedback system?

actively seek feedback from a range of people to improve my teaching performance?

manifest positive attitude towards comments/recommendations?

Accepts personal accountability to learners' achievement and performance


know my accountability and responsibilities toward students' learning performance?

examine myself vis-a-vis my accountability for the learners and to the teaching profession?

accept my personal accountability to the learners?

Uses self-evaluation to recognize and enhance one's strength and correct one's weaknesses


know the concept and strategies for self-evaluation?

identify my strengths and weaknesses as a person and as a teacher?manifest determination to become a better person and teacher?


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Automatic scoring is enabled only after all items have been accomplished

END OF SELF ASSESSMENT

Click Summary Worksheet to view results


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b

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Total KSAs


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SUMMARY OF RESULTS (NCBTS-TSNA)Teacher: Leonarda Mangaliman

Domain D3

Strand S1.1 S1.2 Total D1 S2.1 S2.2 S2.3 S2.4 S2.5 Total D2 S3.1 Total D3 S4

No. Of KSAs 15 3 18 10 10 14 15 10 59 27 27 2

HPS 60 12 72 40 40 56 60 40 236 108 108 1Raw Score 47 10 57 36 33 50 49 32 200 88 88 8

Mean Score 3.13 3.33 3.17 3.60 3.30 3.57 3.27 3.20 3.39 3.26 3.26 3

% Score 78.33% 83.33% 79.17% 90.00% 82.50% 89.29% 81.67% 80.00% 84.75% 81.48% 81.48% 75.

D1 D2

3.133.33

3.17

3.60

3.30

3.57

3.27 3.203.39

3.26 3.26

3.00 3.002.83

3.52

3.25 3.25 3.20

2.77

3.36 3.35

3.00

0.00

1.00

2.00

3.00

4.00

S1.1 S1.2 Total

D1

S2.1 S2.2 S2.3 S2.4 S2.5 Total

D2

S3.1 Total

D3

S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total

D4

S5.1 S5.2 S5.3

Mean

Score

Strands & Domain

Summary of TSNA ResultBy Mean Scale Score

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

S1.1 S1.2 Total

D1

S2.1 S2.2 S2.3 S2.4 S2.5 Total

D2

S3.1 Total

D3

S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total

D4

S5.1 S5.2 S5

% Score

Strands and Domain

Summary of TSNA ResultBy % Score


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INTERPRETATION BY DOMAIN & STRAND

% Score

Mean

Score

D1 79.17% 3.17

S1.1 78.33% 3.13

S1.2 83.33% 3.33

D2 84.75% 3.39

S2.1 90.00% 3.60

S2.2 82.50% 3.30

S2.3 89.29% 3.57

S2.4 81.67% 3.27

S2.5 80.00% 3.20

D3 81.48% 3.26

S3.1

81.48% 3.26

D4 69.23% 2.77

S4.1 75.00% 3.00

S4.2

75.00% 3.00

S4.3 70.83% 2.83

S4.4 88.10% 3.52

S4.5

81.25% 3.25

S4.6 81.25% 3.25

S4.7 80.00% 3.20

D5 82.50% 3.30

S5.1 84.09% 3.36

S5.2 83.82% 3.35

S5.3 75.00% 3.00

S5.4 83.33% 3.33

D6 83.33% 3.33

S6.1 83.33% 3.33

D7 76.67% 3.07

S7.1 75.00% 3.00S7.2 83.33% 3.33

S7.3 75.00% 3.00

Experienced




Experienced

Communicates promptly and clearly to learners, parents and superiors about

Community Linkages

Experienced

Experienced

Experienced

Planning, Asessing & Reporting



Diversity of Learners


Curriculum



Experienced

Experienced



Competency Level

Social Regard for Learning

Domain and Strands

Experienced




Learning Environment



Communicates higher learning expectations to each learner

Establishes learning environment that respond to the aspiration of the community

Personal Growth & Professional Devt

Experienced

Experienced

Experienced

Expert

Experienced

Experienced



Takes pride in the nobility of teachers as a professionBuilds professional links with colleagues to enrich teaching practice


Experienced

Expert

Experienced

Expert

Experienced

Experienced

Experienced

ExperiencedExperienced

Experienced

Experienced

Experienced

Experienced

Experienced

Experienced

Experienced


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D5 D6 D7

S5.1 S5.2 S5.3 S5.4 Total D5 S6.1 Total D6 S7.1 S7.2 S7.3 Total D7

11 17 6 6 40 18 18 12 6 12 30

44 68 24 24 160 72 72 48 24 48 120

37 57 18 20 132 60 60 36 20 36 92

3.36 3.35 3.00 3.33 3.30 3.33 3.33 3.00 3.33 3.00 3.07

84.09% 83.82% 75.00% 83.33% 82.50% 83.33% 83.33% 75.00% 83.33% 75.00% 76.67%


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Gender Civil Status Region Division GradeYr Subject Domain

Male Single VI Bohol 1 English D1

Female Married VII Tagbilaran 2 Science D2

Widow/er VIII NegOcc 3 Math D3

Separated Nsamar 4 Filipino D4

5 Makabayan D5

6 D67 D7

8

9

10

1,2

1,2,3

1,2,3,4

1,2,3,4,5

1,2,3,4,5,6

2,3

2,3,4

2,3,4,5

2,3,4,5,6

3,4

3,4,5

3,4,5,6

4,5

4,5,6

5,6


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DomDesc Strands

Social Regard for Learning D1

Learning Environment D2

Diversity of Learners D3

Curriculum D4

Planning, Asessing & Reporting D5

Community Linkages D6Personal Growth & Professional Devt D7

S1.1

S1.2

S2.1

S2.2

S2.3

S2.4

S2.5

S3.1

S4.1

S4.2

S4.3

S4.4

S4.5

S4.6

S4.7

S5.1

S5.2

S5.3

S5.4

S6.1S7.1

S7.2

S7.3


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StrandDesc min

Social Regard for Learning 1

Learning Environment 1.51

Diversity of Learners 2.51

Curriculum 3.51

Planning, Asessing & Reporting

Community LinkagesPersonal Growth & Professional Devt





Communicates higher learning expectations to each learner














Communicates promptly and clearly to learners, parents and superiors about

Establishes learning environment that respond to the aspiration of the communityTakes pride in the nobility of teachers as a profession

Builds professional links with colleagues to enrich teaching practice



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max level

1.5 Beginner

2.5 Developing

3.5 Experienced

4 Expert

NCBTS Narda

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NCBTS Narda