E Version TSNA 1
E Version TSNA 1
E Version TSNA 1
Background
The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basic education. These policy refo
are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort already sta
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
establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to appreciate the complex s
behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their roles and responsibilities
In response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the NCBTS-Teach
Strengths and Needs Assessment (TSNA) was developed and validated through the AusAID-funded Project STRIVE (Strengthening the Basic Educa
in the Visayas), in coordination with the EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII, Division
Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-TWG (Teacher Education Development Program-Technical Wor
Group at the national level.
This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resource materials, structured learning session gu
manual for administration, scoring and interpretation, hard copy and e-versions of the tool and the monitoring and evaluation scheme and tools fo
implementation of the NCBTS-TSNA.
The Teachers Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of quality professional development programs tha
aligned to the needs of the programs clientele. The TSNA determines the differences between the actual situation (what is) and the desired cond
(what should be) in terms of teachers competencies within the department. In this NCBTS-TSNA the actual situation is described the cu
competencies as perceived by the teacher. The profile of the teachers current competencies is compared to the NCBTS standards for effective teach
This TSNA, therefore, identifies the competency strengths as well as the gap between the expected and the current teachers competencies in term
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 natio
set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED Central Office and Regional Offices are taske
do this phase of the TSNA process. Phase II (Teacher Trainee Analysis) is the instrumentation to determine the current teacher competency leve
KSA terms which is done by the individual teacher at the school level. Phase III (Strength-Need analysis) is the analysis of the strengths
discrepancies between the standards set and the current teachers data on their competencies which is carried out at the school, cluster, Distri
Division level for their respective purposes related to teacher training/development.
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 Profess
Development Plan (IPPD) and in designing programs and activities for teachers at the school, division and regional levels. The consolidated TSNAs a
school, division and regional level inform the school improvement plan (SIP), Division Development Plan (DEDP) and the Regional Development
(REDP), with respect to the plans for professional development at the school, division and the regional levels.
COMPETENCY
ASSESSMENT
PHASE I
Job Analysis
PHASE II
Teacher Trainee
Competency Analysis
Instrumentation
Data Gathering
GAP
KSA Required and
Competency Standards
STRENGTH-NEED ANALYSIS
Teacher's IPDP
SIP
SIPDEDP
DEDP
When established, the TSNA system ensures that teachers routinely use CBTS in making self-assessments of their current practices to identify
individual development needs, and that school heads, division and regional offices also routinely use CBTS in identifying teacher performance factors
affect school-wide learning outcomes (BESRA PIP, 2006 Version (PIP V.1, p. 21).
1.4. Curriculum
1.5. Planning, Assessing and Reporting
1.6. Community Linkages
1.7. Personal Growth and Professional Development
2. Consolidate the TSNA results at the school, cluster, and division levels.
Expected Outputs
Based on the purpose stated above, the TSNA is expected to yield the following specific outputs:
A.
The TSNA tool is anchored on the NCBTS Framework set by the Department of Education. This contains seven integrated domains for effective teac
which are: Domain 1Social Regard for Learning; Domain 2Learning Environment; Domain 3Diversity of Learners; Domain 4Curriculum; Domai
Planning, Assessing and Reporting; Domain 6Community Linkages; and Domain 7Personal Growth and Professional Development. Each domain
its corresponding strands and each strand has performance indicators. A total of seven domains, 23 strands and 80 performance indicators make up
NCBTS competency standards set by the DepED.
The domains, strands and performance indicators were translated to specific Knowledge, Skills, and Attitudes (KSAs) to compose the TSNA Tool with
KSAs in the various clusters as in the specifications below:
KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):
Domain 1: Social Regard for Learning.................................
Domain 2: Learning Environment........................................
Domain 3: Diversity of Learners..
Domain 4: Curriculum
Domain 5: Planning, Assessing and Reporting
Domain 6: Community Linkages
Domain 7: Personal and Professional Growth
Total ..
S=2
S=5
S=1
S=7
S=4
S=1
S=3
S=23
P= 5
P=17
P=8
P=22
P=12
P=6
P=10
P=80
the framework of the NCBTS that defines the concept of effective teaching. One of the ways by which School Heads can support the professio
development of the teachers is when they have the first-hand information about the training needs of teachers. The NCBTS-TSNA tool intends
identify specific training needs of teachers, thus the School Heads and Schools Supervisors need to be knowledgeable of the features of the t
and its proper administration and results utilization.
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 in
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 mean
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.
B. Schools-Cluster TSNA Implementation
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 e
cluster are convened to go through parallel knowledge building and to conduct the TSNA for their own teachers. The District Supervisors will t
the role of guiding and monitoring the TSNA system and procedures within the cluster or district.
ESSMENT
els.
SIP
Master Plans
for
DEDP
Professional Development
IP
EDP
school
KSA= 18
KSA=59
KSA=27
KSA=78
KSA=40
KSA=18
KSA=30
KSA=270
e.
respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format (Excel) is contained on a compact disk (C
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 a
average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains with corresponding strands and performa
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-TS
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),
Low (L).
The reference codes presented below guide the respondent in registering her/his self-assessment for each KSA:
Code
Interpretation
H
(High)
S
(Satisfactory)
My level of competence in the KSA is satisfactory but I would benefit from further
training & development
F
(Fair)
My level of competence in the KSA is fair and I need further training & development
as a priority.
L
( Low)
My level of competence in the KSA is low. I urgently need training and development
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
3.1 As 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.
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.
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, an obtained score whethe
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 b
average of a particular domain, or a strand or a specific performance indicator as the case may be.
Range
Scale scores
% Scores
3.51-4.00
87.51% - 100%
2-51-3.50
62.51% - 87.50%
Experienced. Competent in the KSA but would benefit from further training
development
1.51-2.50
37.51% - 62.50%
1.00-1.50
25.00% - 37.50%
The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and strengths along these dimensions may
be inferred from the TSNA results.
Consolidation of TSNA results is done electronically to report on TSNA of a given school, cluster or Division.
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
consideration the priorities set by the school for its future development. It is important that the teachers develop themselves in order to contribute towards addres
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
priorities and those of the school. A separate document has been developed detailing the concepts and procedures related to the preparation of IPPDs.
NT TOOL
process in order for the teacheris contained on a compact disk (CD)
on a common computer. It takes an
g the instrument.
ng Competence
Teacher Profile
I. PERSONAL DATA
1.
First Name
ALONZO
SHEENA
Female
2.
Gender
4.
Date of Birth
6.
3.
11
1984
MM
DD
YYYY
Middle Name
DE GUZ
Single
Civil Status
5.
3.
Place of Birth
4370022
Employee No.
PASAY CITY
0999362
Phone
N.A
Fax
Zip Code
NCR
7.
Region
10.
School Name
8.
Division
LAS PIAS
9.
11.
DISTRICT II
12.
School Type
136787
## Public
Elementary :
## Monograde
School Address
## Multigrade
REAL STREET PAMPLONA I, LAS PIAS CITY
## SPED
Secondary:
13.
14.
## General
## Special Science
2009
## Extension
Sec :
mashuga24@y
District
School ID
## SPED
English
## Math
Scie Science
Pilipino
Makabayan
English
## Math
Scie Science
Pilipino
Makabayan
Major
School
Inclusive Period
mm dd
BEEd
MAED
N.A.
N.A.
Major
Master's
Doctoral
Others
yy
Units
mm
dd
English
UPHSD
2001
2005
English
UPHSD
2006
2010
N.A.
yy
42 units
N.A.
N.A.
N.A.
Grade/Yr
Master Teacher I
Position
School
Pamplona ES Central
mm m
dd
10
23
Teacher III
Eng, HKS
Pamplona ES Central
18
Teacher II
Zapote ES
10
15
Teacher I
Eng, Fil
Zapote ES
19
English
Bloomfield Academy
Title
Subjects Area
No. of Hours
Level
Role
History
24 hrs
Participant
ESP
24 hrs
Five
Participant
Culture
24 hrs
Multi-Grade
Participant
All Subjects
32 hrs
Multi-Grade
Participant
All Subjects
32 hrs
Multi-Grade
Participant
V. SCHOLARSHIP/GRANTS RECEIVED
Inclusive Dates
Title
Sponsoring Agency
mm dd
UNESCO-APCEIU
20
yy
15
mm dd
7
yy
11
15
32.
I certify that the statements made by me in answer to the foregoing questions are true, complete and correct to the best of my knowledge and belief.
Date:
N.B.
Signature:
dle Name
DE GUZMAN
4370022
09993628785
N.A.
[email protected]
Public
## Private
## Central
Monograde
Multigrade
## Non-Central
SPED
General
## Main
Special Science
## TechVoc
Extension
## Night
SPED
Units
Honors Received
N.A.
42 units
N.A.
N.A.
N.A.
yy
mm dd
15
yy
present
13
10
22
15
12
18
13
10
14
12
Sponsoring Agency
DepEd-Las Pias
DepEd-Las Pias
International Youth Fellowship
DepEd-Las Pias
UP Diliman / Deped-NCR
Domain 1
Strand 1.2 Demonstrates that learning is of different kinds and from different sources
Indicator 1.2.1 Makes use of various learning experiences and resources
At what level do I ...
K6
16
know a range of sources through which social learning may be experienced?
S7
17
use information from a variety of sources for learning (e.g. family, church, other sectors of the community)?
A5
18
appreciate that students learn through a range of different social experiences?
Domain 2
LEARNING ENVIRONMENT
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
At what level do I ...
K8
22
understand the objectives, principles and strategies for Gender and Development (GAD)?
S9
23
provide gender fair learning opportunities?
A7
24
uphold gender sensitivity in my dealings with learners and others?
Indicator 2.1.3 Recognizes that every learner has strengths
At what level do I ...
K9
25
understand the psychological foundations of learner's growth and development
K10
26
knows about potentialities and uniqueness of individual learners?
S10
27
provide learning activities that allow all learners to reach their full potential?
A8
28
recognize leraner's individual potentials and strengths?
Strand 2.2 Makes the classroom environment safe and conducive to learning
Indicator 2.2.1 Maintains a safe and orderly classroom free from distractions
At what level do I ...
K11
29
know the principles of classroom management, room structuring and safety measures?
S11
30
maintain a safe, clean and orderly classroom free from distractions?
A9
31
show concern for a safe and conducive learning environment?
Indicator 2.2.2 Arranges challenging activities in a given physical environment
At what level do I ...
K12
32
know various challenging activities that can be adapted in any given physical environment?
S12
33
conduct challenging learning activities despite physical environment constraints?
A10
34
show enthusiasm to conduct learning activities in any given situation?
Indicator 2.2.3 Uses individual and cooperative learning activities to improve capacities of learners for higher learning
At what level do I ...
K13
35
understand the importance and dynamics of both individual and cooperative learning?
K14
36
know varied strategies for individual and cooperative learning?
S13
37
balance the use of individual and cooperative learning activities?
A11
38
see the value in creating individual and cooperative learning activities?
S14
40
S13
41
A11
42
Indicator 2.3.2
53
54
55
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?
S20
56
employ appropriate procedures and actions consistently when dealing with learners with behavioral problems?
A16
57
show a compassion and caring attitude in managing behavior problems?
Indicator 2.4.2 Gives timely feedback to reinforce appropriate learners' behavior
At what level do I ...
K22
58
S21
59
A17
60
Indicator 2.4.3
K24
61
K25
62
S22
63
A18
64
Indicator 2.4.4
K26
S23
A19
65
66
67
71
72
K29
S27
A22
75
76
77
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?
S26
73
A21
74
get involved in advocacy activities that create a stress-free environment?
Indicator 2.5.3 Takes measures to minimize anxiety and fear of the teacher and/or subject
At what level do I ...
Domain 3
DIVERSITY OF LEARNERS
Strand 3.1 Determines, understands and accepts the learners' diverse background knowledge
and experience
Indicator 3.1.1 Obtains information on the learning styles, multiple intelligences and needs of learners
At what level do I ...
K30
78
S28
79
A23
80
Indicator 3.1.2
understand the theories and concepts of multiple intelligences and learning styles?
identify learning styles and multiple intelligences of learners?
show diligence in obtaining information on different learning needs?
Designs or selects learning experiences suited to different kinds of learners
At what level do I ...
K31
S29
A24
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?
81
82
83
Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners
At what level do I ...
K32
S30
S31
84
85
86
87
appreciate the need to consider the differences in experiences and capabilities of learners?
A25
Indicator 3.1.4 Paces lessons appropriate to needs and difficulties of learners
At what level do I ...
K33
88
S32
89
A26
90
Indicator 3.1.5
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
At what level do I ...
K34
91
S34
92
S35
93
A27
94
Indicator 3.1.6
K35
95
S36
96
A28
97
Indicator 3.1.7
101
102
103
104
Domain 4
CURRICULUM
K39
S41
108
109
K40
111
S42
112
explains learning goals, concepts and processes clearly and accurately to learners?
give sufficient time to explain the lessons for clear understanding of the learners?
A33
113
Indicator 4.1.4 Links the current content with past and duture lessons
At what level do I ...
K41
S43
114
115
K42
117
S44
118
teach lessons that have congruency of objectives, procedure, materials and evaluation?
appreciate the value of aligning objectives with all the parts of a lesson?
A35
119
Indicator 4.1.6 Creates situations that encourage learners to use high order thinking skills
At what level do I ...
K43
S45
120
121
A36
122
patiently motivate learners to develop higher order thinking skills?
Indicator 4.1.7 Engages and sustains learners' interests in the subject by making content meaningful and
relevant to them
At what level do I ...
K43
ICT
123
124
A36
125
believe in relating classroom learning to real world expereinces?
Indicator 4.1.8 Integrates relevant scholarly works and ideas to enrich the lessons as needed
At what level do I ...
K43
S45
126
127
K43
S45
129
130
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?
A36
128
show enthusiasm and openness to new learning?
Indicator 4.1.9 Integrates content of subject areas with other disciplines
At what level do I ...
A36
131
Strand 4.2 Communicates clear learning goals for the lessons that are appropriate for learners
132
133
K43
S45
135
136
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?
A36
134
reflectively choose appropriate learning goals?
Indicator 4.2.2 Understand the learning goals
At what level do I ...
A36
137
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?
138
139
K43
S45
141
142
A36
143
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?
Strand 4.4 Selects teaching methods, learning activities and the instructional materials
or resources appropriate to the learners and aligned to objectives of the lesson
144
know the learning competencies in my learning areas in order to formulate appropriate instructional objectives?
S45
145
translate learning competencies into instructional objectives?
A36
146
show a reflective attitude in translating learning competencies to instructional objectives?
Indicator 4.4.2 Selects, prepares, and utilizes technology and other instructional materials appropriate to
the learners & learning objectives
At what level do I ...
ICT
ICT
ICT
S45
147
148
149
150
K43
S45
152
153
K43
S45
155
156
K43
S45
158
159
K43
S45
161
162
A36
163
know various technology and instructional materials appropriate for my learning area?
use variety of teaching strategies and techniques appropriate to the learners and subject matter?
A36
157
show enthusiasm in using innovative and appropriate teaching techniques?
Indicator 4.4.5 Utilizes information derived from assessment to improve teaching and learning
At what level do I ...
understand the proper utilization of assessment results to improve teaching and learning?
use assessment results in setting learning objectives and learning activities ?
A36
160
appreciate the value of assessment in improving teaching and learning?
Indicator 4.4.6 Provides activities and uses materials which involves students in meaningful learning
At what level do I ...
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?
164
Strand 4.5 Recognizes general learning processes as well as unique processes of individual learners
Indicator 4.5.1 Designs and utilizes teachning methods that take into account the learning process
At what level do I ...
K43
S45
165
166
A36
167
168
Indicator 4.6.1 Cultivates good study habits through appropriate activities and projects
At what level do I ...
K43
S45
169
170
A36
171
172
Strand 4.7 Demonstrates skills in the use of ICT in teaching and learning
Indicator 4.7.1 Utilizes ICT to enhance teaching and learning
At what level do I ...
173
know the nature and operations of ICT systems as they apply to teaching and learning?
174
understand how ICT-based instructional materials/learning resources support teaching and learning?
175
understand the process in planning and managing ICT-assisted instruction?
176
design, develop new or modify existing digital/and or non-digital learning resources?
177
use of ICT resources for planning and designing teaching-learning activities?
178
use ICT tools to process assessment and evaluation data and report results?
179
demonstrate proficiency in the use of computers to support teaching and learning?
180
use ICT tools and resources to improve efficiency and professional practice?
181
value and practice social responsibility, ethical and legal use of ICT tools and resources?
182
show positive attitude towards the use of ICT in keeping records of the learners?
Domain 5
Strand 5.1 Develops and utilizes creative and appropriate instructional plan
Indicator 5.1.1 Shows proof of instructional planning
At what level do I ...
K43
S45
183
184
A36
A36
185
186
187
Indicator 5.1.2
K43
A36
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
At what level do I ...
188
189
190
Indicator 5.1.3
K43
191
know the different teaching-learning situations that could affect the implementation of the instructional plan?
S45
192
A36
193
Strand 5.2 Develops and uses a variety of appropriate assessment strategies to monitor
and evaluate learning
Indicator 5.2.1 Prepares formative and summative tests in line with the curriculum
At what level do I ...
K43
S45
194
195
K43
S45
197
198
K43
200
know the principles and purposes of instructional assessment including formative and summative testing?
construct valid and reliable formative and summative tests?
A36
196
appreciate the value of testing as a tool to improve instruction and learning performance?
Indicator 5.2.2 Employs non-traditional assessment techniques (portfolio,journals, rubric, etc.)
At what level do I ...
know the concepts, principles and strategies of non-traditional assessment?
use appropriate non-traditional assessment techniques?
A36
199
value the use of non-traditional assessment?
Indicator 5.2.3 Interprets and uses assessment results to improve teaching and learning
At what level do I ...
know concepts, principles on interpretation and utilization of assessment results?
201
interpret and use test results to improve teaching and learning?
202
manifest fairness in the interpretation of test results?
Indicator 5.2.4 Identifies teaching-learning difficulties and possible causes and takes appropriate action to
address them
At what level do I ...
A36
K43
S45
203
204
A36
205
206
manage remediation programs?
A36
207
manifest willingness and patience in conducting remediation programs?
Indicator 5.2.5 Uses tools for addressing authentic learning
At what level do I ...
K43
S45
208
209
A36
210
Indicator 5.3.1 Provides timely and accurate feedback to learners to encourage them to reflect on and
monitor their own learning growth
At what level do I ...
K43
S45
211
212
K43
S45
215
216
Strand 5.4 Communicates promptly and clearly to learners, parents and superiors about
progress of learners
Indicator 5.4.1 Conducts regular meetings with learners and parents to respect learners' progress
At what level do I ...
K43
S45
217
218
A36
219
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?
Indicator 5.4.2 Involves parents to participate in school activities that promote learning
At what level do I ...
K43
220
understand the role and responsibilities of parents in supporting school programs to enhance children's learning progress?
S45
221
A36
222
involve parents to participate in school activities that promote their children's learning progress?
establish rapport and a cooperative working relationship with parents?
Domain 6
COMMUNITY LINKAGES
Strand 6.1 Establishes learning environment that respond to the aspiration of the community
Indicator 6.1.1 Involves community in sharing accountability for learners' achievement
At what level do I ...
K43
S45
223
224
K43
S45
226
227
K43
S45
229
230
K43
S45
232
233
K43
S45
235
236
K43
S45
238
239
A36
240
Domain 7
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?
241
know the set of ethical and moral principles, standards and values embodied in the Code of Ethics for Professional Teachers?
S45
242
practice the Code of Ethics for Professional Teachers?
A36
243
manifest the values that uphold the dignity of teaching?
Indicator 7.1.2 Allocates time for personal and professional development through participation in
educational seminars and workshops reading educational materials regularly and
engaging in educational research
At what level do I ...
K43
S45
244
245
A36
246
Indicator 7.1.3 Manifests personal qualities like enthusiasm, flexibility and caring attitude
At what level do I ...
K43
S45
247
248
know the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance them?
K43
S45
250
251
A36
252
Strand 7.2 Builds professional links with colleagues to enrich teaching practice
Indicator 7.2.1 Keeps abreast with recent developments in education
At what level do I ...
K43
S45
253
254
K43
S45
256
257
A36
258
Strand 7.3 Reflects on the extent of the attainment of professional development goals
Indicator 7.3.1 Reflects on the quality of his/her own teaching
At what level do I ...
K43
S45
259
260
K43
S45
262
263
K43
S45
265
266
K43
S45
268
269
A36
270
Automatic scoring is enabled only after all items have been accomplished
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s and culture
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Total KSAs
Total D1
18
72
63
3.50
87.50%
S2.1
10
40
34
3.40
85.00%
S2.2
10
40
33
3.30
82.50%
D2
S2.3
14
56
43
3.07
76.79%
S2.4
15
60
47
3.13
78.33%
S2.5
10
40
28
2.80
70.00%
Total D2
59
236
185
3.14
78.39%
D3
S3.1
27
108
80
2.96
74.07%
Total D3
27
108
80
2.96
74.07%
S4.1
27
108
89
3.30
82.41%
S4.2
6
24
16
2.67
66.67%
S4.3
6
24
20
3.33
83.33%
D4
S4.4
21
84
66
3.14
78.57%
S4.5
4
16
12
3.00
75.00%
S4.6
4
16
11
2.75
68.75%
ICT
S4.7
Total D4
S5.1
10
78
11
40
312
44
26
214
33
2.60
2.74
3.00
65.00% 68.59% 75.00%
3.60
3.50
3.40
3.58
3.30
3.00
Mean 3.00
Score
3.07
3.13
3.14
2.80
3.33
3.30
2.96
2.96
3.14
3.33
3.00
3.00
2.75
2.67
2.60
2.74
3.00
2.71
3.17
3.23
S7.3
Total
D7
2.93
2.50
2.50
S6.1
Total
D6
2.67
2.00
1.00
0.00
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
S5.4
Total
D5
S7.1
S7.2
Total S3.1
D2
% Score
87.50%
90.00%
75.00%
78.39%
85.00%
82.50%
76.79%
78.33%
70.00%
74.07%
Mean
Score
3.50
3.60
3.00
3.14
3.40
3.30
3.07
3.13
2.80
2.96
Competency Level
Experienced
Expert
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
74.07%
68.59%
82.41%
2.96
2.74
3.30
Experienced
Experienced
Experienced
Communicates clear learning goals for the lessons that are appropriate for learners
Make good use of allotted instructional time
Selects teaching methods, learning activities and the instructional materials
66.67%
83.33%
78.57%
2.67
3.33
3.14
Experienced
Experienced
Experienced
75.00%
68.75%
65.00%
73.13%
75.00%
67.65%
83.33%
75.00%
62.50%
62.50%
80.83%
89.58%
66.67%
79.17%
3.00
2.75
2.60
2.93
3.00
2.71
3.33
3.00
2.50
2.50
3.23
3.58
2.67
3.17
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Developing
Developing
Experienced
Expert
Experienced
Experienced
D5
S5.2
S5.3
S5.4
Total D5
17
6
6
40
68
24
24
160
46
20
18
117
2.71
3.33
3.00
2.93
67.65% 83.33% 75.00% 73.13%
D6
S6.1
18
72
45
2.50
62.50%
D7
Total D6
S7.1
S7.2
S7.3
Total D7
18
12
6
12
30
72
48
24
48
120
45
43
16
38
97
2.50
3.58
2.67
3.17
3.23
62.50% 89.58% 66.67% 79.17% 80.83%
Strands
cial Regard for Learning
cher actions demonstrate value for learning
monstrates that learning is of different kinds and from different sources
arning Environment
ates an environment that promotes fairness
kes the classroom environment safe and conducive to learning
mmunicates higher learning expectations to each learner
ablishes and maintains consistent standards of learners' behavior
ates a healthy psychological climate for learning
ersity of Learners
ermines, understands and accepts the learners' diverse background knowledge
rriculum
monstrates mastery of the subject
mmunicates clear learning goals for the lessons that are appropriate for learners
ke good use of allotted instructional time
ects teaching methods, learning activities and the instructional materials
Gender
Male
Female
Civil Status
Single
Married
Widow/er
Separated
Region Division
VI
VII
VIII
Bohol
Tagbilaran
NegOcc
Nsamar
GradeYr
1
2
3
4
5
6
7
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
Subject
English
Science
Math
Filipino
Makabayan
Domain
D1
D2
D3
D4
D5
D6
D7
DomDesc
Social Regard for Learning
Learning Environment
Diversity of Learners
Curriculum
Planning, Asessing & Reporting
Community Linkages
Personal Growth & Professional Devt
Strands
D1
D2
D3
D4
D5
D6
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
S6.1
S7.1
S7.2
S7.3
StrandDesc
Social Regard for Learning
Learning Environment
Diversity of Learners
Curriculum
Planning, Asessing & Reporting
Community Linkages
Personal Growth & Professional Devt
Teacher actions demonstrate value for learning
Demonstrates that learning is of different kinds and from different sources
Creates an environment that promotes fairness
Makes the classroom environment safe and conducive to learning
Communicates higher learning expectations to each learner
Establishes and maintains consistent standards of learners' behavior
Creates a healthy psychological climate for learning
Determines, understands and accepts the learners' diverse background knowledge
Demonstrates mastery of the subject
Communicates clear learning goals for the lessons that are appropriate for learners
Make good use of allotted instructional time
Selects teaching methods, learning activities and the instructional materials
Recognizes general learning processes as well as unique processes of individual learners
Promotes purposive study
Demonstrates skills in the use of ICT in teaching and learning
Develops and utilizes creative and appropriate instructional plan
Develops and uses a variety of appropriate assessment strategies to monitor
Monitors regularly and provides feedback on learners' understanding
Communicates promptly and clearly to learners, parents and superiors about
Establishes learning environment that respond to the aspiration of the community
Takes pride in the nobility of teachers as a profession
Builds professional links with colleagues to enrich teaching practice
Reflects on the extent of the attainment of professional development goals
min
1
1.51
2.51
3.51
max
1.5
2.5
3.5
4
level
Beginner
Developing
Experienced
Expert