valin ncbts tsna.xls

NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT

Background

THE TSNA SYSTEM FRAMEWORK

The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basic education. 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

In response to the need for an instrument that identifies 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.

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.

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 teacher’s competencies within the department. In this NCBTS-TSNA the actual situation is described the current competencies as perceived by the teacher. The profile of the teacher’s current competencies is compared to the NCBTS standards for effective teaching. This TSNA, therefore, identifies the competency strengths as well as the gap between the expected and the current teacher’s 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 Office and Regional Offices 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.

Purpose of the NCBTS-TSNAPurpose of the NCBTS-TSNA

Specifically, the TSNA intends to:

1.1. Social Regard for Learning 1.2. Learning Environment

1.3. Diversity of Learners

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).

In order to realize the commitment to provide quality 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 continuing training and development.

1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis-à-vis the standards set by the NCBTS in each of the seven domains and 23 strands:

GAP

PHASE III

STRENGTH-NEED ANALYSIS

PHASE I

Job Analysis

Competency Analysis

PHASE II

Current KSA and Competency

KSA Required and Competency Standards

COMPETENCYASSESSMENT

InstrumentationData Gathering

Teacher Trainee

Competency Strengths & Learning Needs

Consolidated TSNA Result

Teacher's IPDP

SIPDEDPSIP

DEDP

SIPDEDPMaster Plans for

Professional Development

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 OutputsExpected Outputs

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

A. At the individual level:

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

Consolidated TSNA results of participating school teachers in a given cluster/division

The NCBTS and the KSAs Developed for the TSNA

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

Domain 1: Social Regard for Learning................................. S=2 P= 5 KSA= 18Domain 2: Learning Environment........................................ S=5 P=17 KSA=59Domain 3: Diversity of Learners…………………………………….. S=1 P=8 KSA=27Domain 4: Curriculum………………………………………………… S=7 P=22 KSA=78Domain 5: Planning, Assessing and Reporting …………………… S=4 P=12 KSA=40Domain 6: Community Linkages S=1 P=6 KSA=18Domain 7: Personal and Professional Growth S=3 P=10 KSA=30

Total ……………………………………….. S=23 P=80 KSA=270

School-Based Implementation of the TSNASchool-Based Implementation of the TSNA

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:

C. At the cluster/ /division level:

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 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; and Domain 7–Personal 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.

The domains, strands and performance indicators were translated to specific Knowledge, Skills, and Attitudes (KSAs) to compose the TSNA Tool with 270 KSAs in the various clusters as in the specifications below:

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

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.

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.

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 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.

GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL

Code Interpretation

H (High)

S

(Satisfactory)

F

(Fair)

L

( Low)

B. The Electronic Self-Assessment Tool

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

¨ "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

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 ToolA. The TSNA ResponsesThe 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:

My level of competence in the KSA is high. This is my strength, although not a priority training & development need.

My level of competence in the KSA is satisfactory but I would benefit from further training & development

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

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

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. Click Summary Worksheet to view interpretation of assessment results.

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 ProfilesInterpreting and Consolidation of the TSNA Profiles

Range Level of Teaching Competence

Scale scores % Scores3.51-4.00 87.51% - 100%

2-51-3.50 62.51% - 87.50%

1.51-2.50 37.51% - 62.50%

1.00-1.50 25.00% - 37.50%

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

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

TSNA results may be interpreted using the scale scores or the percentage scores. Upon completion of the NCBTS-TSNA Tool, an obtained 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.

Expert. Very competent and can support other teacher's improvement

Experienced. Competent in the KSA but would benefit from further training and development

Developing. Fairly competent in KSA and need further training and development

Beginning. Lacking competence in KSA and require urgent training and development

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.

The TSNA Individual Profile is used for the development of the teacher’s 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 priorities and those of the school. A separate document has been developed detailing the concepts and procedures related to the preparation of IPPDs.

Teacher Profile

I. PERSONAL DATA

1. Family Name (Last name) First Name Middle Name

Valin Pamn Faye Hazel Mendoza

2. Gender Female 3. Civil Status Single 3. Employee No. 4647922

4. Date of Birth 1 8 1991 5. Place of Birth Brgy. Bagong Pook, Santa Maria, Laguna

MM DD YYYY

6.

200C Rivierville Subd., L. de Leon St., Siniloan, Laguna Phone 09488588404Fax

Zip Code 4 0 1 9 E-mail

7. Region IV 8. Division Laguna 9. District 4th

10. School Name 11. School ID 12. School Type ### Public ### Private

Paete Elementary School 108375 Elementary : ### Monograde ### Central

12. School Address ### Multigrade ### Non-Central

A. Roces St., Brgy.7 Bagumbayan,Paete,Laguna ### SPED

Secondary: ### General ### Main

13. ### Special Science ### TechVoc

2012 - 6 ### Extension ### Night

14. Subject Area Concentration: ### SPED

Elem: English ### Math Sci Science Pilipino Makabayan

Sec : English ### Math Sci Science Pilipino Makabayan

II. EDUCATIONAL ATTAINMENT

Degree Major School Inclusive Period Units Honors Received

mm dd yy mm dd yy

Bachelor BEEd C. Courses Laguna State Polytechnic University 6 7 3 30 11 with Distinction

Master's M.A.T. Sci. & Tech Laguna State Polytechnic University 10 11 present 36

Doctoral

Others

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

Position Subjects Taught Grade/Yr School mm mdd yy mm dd yy

Tearcher I General Education 2 Paete Elementary School 6 11 11 present

(Please use additional sheet if necessary)

Title Subjects Area No. of Hours Level Role Sponsoring Agency

GSP 8 National participants 19-Oct-13

Child Development 8 Provincial participants 11-Oct-13

All Subjects Area40 National participants May 20 -24, 2013

All Subjects Area 16 District participants May 9 - 10, 2013

All Subjects Area16 District participants April 4 - 5, 2013

Teacher Induction Program (TIP) All Subjects Area 24 Cluster participants October 22 - 24, 2012

National Greening Program Science 8 Cluster participants 25-Sep-12

Girl scout of the Philippines, Basic Training Course GSP 24 National participants August 24 - 26, 2012

V. SCHOLARSHIP/GRANTS RECEIVED

Inclusive Dates

Title Sponsoring Agency mm dd yy mm dd yy

N/A N/A

VI. OTHER QUALIFICATIONS

None

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: Signature:

18-Dec-13

N.B.

Contact Address (City/State/Country)

[email protected]

Start Date of Teaching Service (YYYY-MM)

IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)

Round Table Conference of Troop Leaders of Girl Scout of the Philippines (GSP)

Orientation Seminar on Receiving Teachers of Children with Visual Impairment

Division Mass Training on the Implementation of K to 12 Basic Education Program for Grade 2 Teachers in Public Elementary

School

Enhanced Continuous Course for Teachers for Public Elementary and Secondary School Teachers

District Roll-out on Assessment and Rating of Learning Outcomes and Test Construction on the K to 12 BEC for

Grades I and II Teachers

mailto:[email protected]

ADB Form No. 380/02HR-INSET Form No. 2008-001 v2.0

Non-Central

NCBTS-TSNA Self Assessment ToolCode for Competency Level: H - High S - Satisfactory

F - Fair L - Low

Domain 1 SOCIAL REGARD FOR LEARNINGStrand 1.1 Teacher actions demonstrate value for learningIndicator 1.1.1 Implements school policies and proceduresAt what level do I ... H S F

1 know school policies and procedures?

2 understand school operations?

3 implement policies and procedures ?4

5 abide by the school policies and procedures?Indicator 1.1.2 Demonstrates punctuality At what level do I ... H S F

6

7

8 model the value of punctuality?Indicator 1.1.3 Maintains appropriate appearance At what level do I ... H S F

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

10 practice decorum in all occasions?

11 value decorum expected of teachers?Indicator 1.1.4 Is careful about the effect of one's behavior on studentsAt what level do I ... H S F

12 understand the theoretical concepts and principles of social learning?

13 show appropriate behavior even during unguarded moments?

14 apply knowledge on social learning in dealing with students?15 consider the influence my behavior has on students?

Strand 1.2 Demonstrates that learning is of different kinds and from different sourcesIndicator 1.2.1 Makes use of various learning experiences and resourcesAt what level do I ... H S F

16

17

18

LEARNING ENVIRONMENT Strand 2.1 Creates an environment that promotes fairness

At what level do I ... H S F

Name: PAMN FAYE HAZEL M. VALIN Position Title: T-I Appoinment Status:School: PAETE E/S District: PAETE Division: LAGUNA Region: IV-A CALABARZONSchool Year: 2013-2014 First Semester__/__ Second Semester:______

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

possess awareness on the implementation of "time on task" in all responsibilities?demonstrate punctuality in accomplishing expected tasks and functions?

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?

Indicator 2.1.1 Maintains a learning environment of courtesy & respect for different learners (e.g.ability, culture, gender)

19

20

21 show courtesy and respect to everyone at all times?

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?

Indicator 2.1.2 Provides gender-fair opportunities for learningAt what level do I ... H S F

22

23 provide gender fair learning opportunities?

24 uphold gender sensitivity in my dealings with learners and others?Indicator 2.1.3 Recognizes that every learner has strengthsAt what level do I ... H S F

25 understand the psychological foundations of learner's growth and development?

26 knows about potentialities and uniqueness of individual learners?27 provide learning activities that allow all learners to reach their full potenti28 recognize learner's individual potentials and strengths?

Strand 2.2 Makes the classroom environment safe and conducive to learningIndicator 2.2.1 Maintains a safe and orderly classroom free from distractionsAt what level do I ... H S F

29

30 maintain a safe, clean and orderly classroom free from distractions?31 show concern for a safe and conducive learning environment?

Indicator 2.2.2 Arranges challenging activities in a given physical environmentAt what level do I ... H S F

32

33 conduct challenging learning activities despite physical environment constraints?

34 show enthusiasm to conduct learning activities in any given situation?

At what level do I ... H S F35

36 know varied strategies for individual and cooperative learning?37 balance the use of individual and cooperative learning activities?38 see the value in creating individual and cooperative learning activities?

Strand 2.3 Communicates higher learning expectations to each learnerIndicator 2.3.1 Encourages learners to ask questionsAt what level do I ... H S F

39

40 provide opportunities for learners to ask questions?

41 ask questions that stimulate critical and creative thinking among learners?

42 show an accepting response/gesture in dealing with questions of learners?Indicator 2.3.2 Provides learners with a variety of learning experienceAt what level do I ... H S F

43 know various strategies that elevate students' level of learning?

44 provide learners with variety of experiences that enhance learning?

45 willingly provide learners with a variety of challenging learning activities?

Indicator 2.3.3 Provides varied enrichment activities to nurture the desire for further learning

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

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

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

Indicator 2.2.3 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 the art of questioning and different techniques of asking higher order questions?

At what level do I ... H S F46 understand how enrichment activities enhance the learners' desire to lear

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

48 facilitate varied enrichment activities that are interesting for further learn

49 show diligence in making enrichment materials?

Indicator 2.3.4 Communicates and maintains high standards of learning performanceAt what level do I ... H S F

50

51 help learners maintain high standards of learning?

52 inspire learners to set high performance targets for themselves?Strand 2.4 Establishes and maintains consistent standards of learners' behaviorIndicator 2.4.1 Handles behavior problems quickly and with due respect to childreAt what level do I ... H S F

53

54 know behavior management techniques for learners with behavioral problems?

55 identify learners with behavioral problems?56

57 show a compassion and caring attitude in managing behavior problems?Indicator 2.4.2 Gives timely feedback to reinforce appropriate learners' behaviorAt what level do I ... H S F

58

59 provide timely and appropriate reinforcement on learners' behavior?60

At what level do I ... H S F61 understand the learners' social development stages?62 know different strategies that enhance learners' social development?63

64 show patience in managing different social and learning activities?

At what level do I ... H S F65 know DepED/school policies and procedures on student discipline?66

67 commit to enforcing school policies and procedures?Strand 2.5 Creates a healthy psychological climate for learningIndicator 2.5.1 Encourages free expression of ideas from studentsAt what level do I ... H S F

68 know the concepts and principles of democratic expression of ideas?69

70 encourage learners to express their ideas freely and responsibly?Indicator 2.5.2 Creates stress-free environmentAt what level do I ... H S F

71

72 manage conflicts and other stress-related situations?73

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

understand the rights and responsibilities of the child as embodied in different laws, e.g. RA 7610, PD 603?

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

know the concept, importance and techniques of social reinforcement?

believe that positive reinforcement leads to improved learner behavior?Indicator 2.4.3 Guides individual learners requiring development of appropriate social and learning behavior

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

Indicator 2.4.4 Communicates and enforces school policies and procedures for appropriate learner behavior

communicate and enforce policies and procedures related to students behavior?

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

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

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

74

At what level do I ... H S F75 know about child-friendly teaching strategies?76

77 let my students feel they are accepted?

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

encourage learners to develop a positive attitude towards their subject and teacher?

Domain 3 DIVERSITY OF LEARNERSStrand 3.1 Determines, understands and accepts the learners' diverse background knowledge and experience


79 identify learning styles and multiple intelligences of learners?80 show diligence in obtaining information on different learning needs?

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


82 utilize varied activities for various types of learners?83 show respect and concern for individual differences of students?

Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners


85 utilize differentiated activities to meet expected learning goals of learners86 assist learners in setting learning goals for themselves?87

Indicator 3.1.4 Paces lessons appropriate to needs and difficulties of learners


89 pace lessons according to learners' needs and difficulties? 90


92 keep track of students at risk?93 provide appropriate intervention programs for learners-at-risk?94 appreciate the need to help students-at-risk?

At what level do I ... H S F95 know the cultural background of my students and its implications to my teaching?

96 provide appropriate learning activities to students with different cultural background?

97 show appreciation for cultural diversities?

Indicator 3.1.7 Adopts strategies to address needs of differently-abled students?

At what level do I ... H S F98 know the educational psychology of learners with special needs?99 use appropriate strategies for learners with special needs?

###show sensitivity to learners with special needs?

Indicator 3.1.1 Obtains information on the learning styles, multiple intelligences and needs of learners

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

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

understand the requirements in setting goals for differentiated learning?

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

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

show flexibility in pacing lessons to support the needs of the learners?Indicator 3.1.5 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 ?

Indicator 3.1.6 Recognizes multi-cultural background of learners when providing learning opportunities

At what level do I ... H S F###

###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?

Indicator 3.1.8 Makes appropriate adjustments for learners of different socio-economic backgrounds

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

Domain 4 CURRICULUMStrand 4.1 Demonstrates mastery of the subjectIndicator 4.1.1 Delivers accurate and updated content knowledge using appropriatmethodologies, approaches and strategiesAt what level do I ... H S F

#########commit to deliver accurate and updated content knowledge?

Indicator 4.1.2 Integrates language, literacy and quantitative skill development and values in his/her subject areaAt what level do I ... H S F

######

###


###

###

###Indicator 4.1.4 Links the current content with past and future lessonsAt what level do I ... H S F

###

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

###

Indicator 4.1.5 Aligns with lesson objectives the teaching methods, learning activities and instructional materials or resources appropriate to learnersAt what level do I ... H S F

###

###

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


###

###engage learners in activities that develop higher order thinking skills?

###patiently motivate learners to develop higher order thinking skills?


###know strategies and materials that promote authentic learning?###

have an updated content knowledge and teaching strategy in my subject area?apply the updated content and appropriate strategies in my teaching?

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?

Indicator 4.1.3 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?

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

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

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

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

Indicator 4.1.6 Creates situations that encourage learners to use high order thinking skills

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

Indicator 4.1.7 Engages and sustains learners' interests in the subject by making content meaningful and relevant to them

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

###believe in relating classroom learning to real world expereinces?


###

######show enthusiasm and openness to new learning?

Indicator 4.1.8 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?

Indicator 4.1.9 Integrates content of subject areas with other disciplinesAt what level do I ... H S F

###know about other disciplines related to the subject I am teaching?###integrate content of subject area with other disciplines?###appreciate integrative mode of teaching?

Indicator 4.2.1 Sets appropriate learning goalsAt what level do I ... H S F

###

###set doable and appropriate daily learning goals for the learners?###reflectively choose appropriate learning goals?

Indicator 4.2.2 Understand the learning goalsAt what level do I ... H S F

###

###practice relating short-term goals to long term goals for learning?###value the learning goals set in the curriculum?

Strand 4.3 Make good use of allotted instructional timeIndicator 4.3.1 Establishes routines and procedures to maximize instructional timAt what level do I ... H S F

###

######observe discipline on time management?

Indicator 4.3.2 Plans lessons to fit within available instructional timeAt what level do I ... H S F

###

###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 mateor resources appropriate to the learners and aligned to objectives of the lessonIndicator 4.4.1 Translates learning competencies to instructional objectivesAt what level do I ... H S F

###

###translate learning competencies into instructional objectives?###

Indicator 4.4.2 Selects, prepares, and utilizes technology and other instructional materials appropriate to the learners & learning objectivesAt what level do I ... H S F

###

###select and utilize updated and appropriate technology/instructional materials?

###

Strand 4.2 Communicates clear learning goals for the lessons that are appropriate for learners

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

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

understand the principles and procedure of maximizing instructional time?apply techniques of "time on task" in planning and delivering lessons?

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

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

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

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

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?


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Indicator 4.4.3 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?

Indicator 4.4.4 Uses a variety of teaching approaches and techniques appropriate to the subject matter and the learnersAt what level do I ... H S F

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


######have knowledge on general and specific learning processes?######

Strand 4.6 Promotes purposive studyIndicator 4.6.1 Cultivates good study habits through appropriate activities and proAt what level do I ... H S F

###know the techniques in forming good study habits?###determine the current study habits of my students?######take extra time to help students form good study habits?

Strand 4.7 Demonstrates skills in the use of ICT in teaching and learning Indicator 4.7.1 Utilizes ICT to enhance teaching and learningAt what level do I ... H S F

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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?show enthusiasm in using innovative and appropriate teaching techniques?Indicator 4.4.5 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?Indicator 4.4.6 Provides activities and uses materials which involves students in meaningful learning

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

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

know different teaching approaches and strategies suitable to various learners?

apply teaching-learning methodologies that respond to general and specific learning processes?recognize the need to design teaching methods apropriate to the learning process?

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

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?

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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?

Domain 5 PLANNING, ASSESSING AND REPORTINGStrand 5.1 Develops and utilizes creative and appropriate instructional planIndicator 5.1.1 Shows proof of instructional planningAt what level do I ... H S F

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###identify appropriate and varied assessment procedures?###

Indicator 5.1.2 Implements instructional planAt what level do I ... H S F

######adjust the instructional plan to ensure attainment of objectives?###appreciate the value of instructional planning?

Indicator 5.1.3 Demonstrates ability to cope with varied teaching millieuAt what level do I ... H S F

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###cope with varied teaching milieu/setting?###

Strand 5.2 Develops and uses a variety of appropriate assessment strategies to monitorand evaluate learningIndicator 5.2.1 Prepares formative and summative tests in line with the curriculuAt what level do I ... H S F

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###construct valid and reliable formative and summative tests?###


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###use appropriate non-traditional assessment techniques?###value the use of non-traditional assessment?

Indicator 5.2.3 Interprets and uses assessment results to improve teaching and learningAt what level do I ... H S F

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###interpret and use test results to improve teaching and learning?

###manifest fairness in the interpretation of test results?Indicator 5.2.4 Identifies teaching-learning difficulties and possible causes and takes appropriate action to


###know the concept and principles of diagnostic testing?###know the types of remedial lessons for slow learners?###identify teaching-learning difficulties and possible causes?

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?

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

know the factors for successful implementation of the instructional plan?

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

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

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

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.)

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

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

###manage remediation programs?

###Indicator 5.2.5 Uses tools for addressing authentic learningAt what level do I ... H S F

###know the concepts and principles of authentic learning assessment?###utilize appropriate tools for assessing authentic learning?###

manifest willingness and patience in conducting remediation programs?

enthusiastically develop and use tools for assessing authentic learning?

Strand 5.3 Monitors regularly and provides feedback on learners' understanding oIndicator 5.3.1 Provides timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growthAt what level do I ... H S F

#########motivate learners' to reflect and monitor their learning growth?###consistently provide timely and accurate feedback?

Indicator 5.3.2 Keeps accurate records of grades/performance levels of learnersAt what level do I ... H S F

###know the current guidelines about the grading system?###maintain accurate and updated learners' records?

Strand 5.4 Communicates promptly and clearly to learners, parents and superiors about progress

At what level do I ... H S F###know the dynamics of communicating learners' progress to students, parents and other stakeholders?

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Indicator 5.4.2 Involves parents to participate in school activities that promote learningAt what level do I ... H S F

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###establish rapport and a cooperative working relationship with parents?

Domain 6 COMMUNITY LINKAGES

Indicator 6.1.1 Involves community in sharing accountability for learners' achievementAt what level do I ... H S F

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###promote shared accountability for the learners' achievement?

Indicator 6.1.2 Uses community resources (human, material) to support learning


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###recognize community resources to support learning?

Indicator 6.1.3 Uses community as a laboratory for learning

At what level do I ... H S F###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?

Indicator 6.1.4 Participates in community activities that promote learning

At what level do I ... H S F###know the teacher's social responsibility?

know the principles of giving and receiving feedback on learners' progress?use strategies for giving feedback/reporting progress of individual learner?

Indicator 5.4.1 Conducts regular meetings with learners and parents to respect learners' progress

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?

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?

Strand 6.1 Establishes learning environment that respond to the aspiration of the community

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

know the various community resources available to enhance learning?use available community resources (human, material) to support learning?

###link with sectors for involvement in community work?

###show enthusiasm in joining community activities?


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###share information on school events/achievements to the community?

Indicator 6.1.5 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?

Indicator 6.1.6 Encourages students to apply classroom learning to the community


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

239 provide learning activities ensuring their application to the community?

240 show sensitivity to the needs of the community?

Domain 7 PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Strand 7.1 Takes pride in the nobility of teachers as a profession

Indicator 7.1.1 Maintains stature and behavior that upholds the dignity of teaching


241

242 practice the Code of Ethics for Professional Teachers?

243 manifest the values that uphold the dignity of teaching?Indicator 7.1.2 Allocates time for personal and professional development through participation in

seminars and workshops reading educational materials regularly and engaging in educational research


244245246 manifest zeal in undertaking educational research ?

Indicator 7.1.3 Manifests personal qualities like enthusiasm, flexibility and caring attitude


247

248 engage in self-assessment to enhance my personal qualities?

249 exhibit personal qualities such as enthusiasm, flexibility and caring attitude?Indicator 7.1.4 Articulates and demonstrates one's personal philosophy of teaching


250 understand the value of having a personal philosophy of teaching? b251 translate my philosophy of teaching into action?

252 share my personal philosophy of teaching with others?Strand 7.2 Builds professional links with colleagues to enrich teaching practice

Indicator 7.2.1 Keeps abreast with recent developments in education


253 update myself with recent developments in education?

254 apply updated knowledge to enrich teaching practice?

255 manifest openness to recent developments in education?Indicator 7.2.2 Links with other institutions and organizations for sharing best practices


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

257

258Strand 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


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

260 make a self assessment of my teaching competencies? 261 desire to improve the quality of my teaching?

Indicator 7.3.2 Improves teaching performance based on feedback from the mentor, students, peers, superiors and others


262 know the purposes and approaches in establishing an effective feedback system?263264 manifest positive attitude towards comments/recommendations?

Indicator 7.3.3 Accepts personal accountability to learners' achievement and performance


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

know the requirements/expectations for personal and professional development of teachers?prepare and implement an individual personal and professional development plan (IPDP)?

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

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?

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

265

266

267 accept my personal accountability to the learners?


268 know the concept and strategies for self-evaluation?

269 identify my strengths and weaknesses as a person and as a teacher?

270 manifest determination to become a better person and teacher?

know my accountability and responsibilities toward students' learning performance?examine myself vis-a-vis my accountability for the learners and to the teaching profession?Indicator 7.3.4 Uses self-evaluation to recognize and enhance one's strength and correct one's weaknesses

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Strand 1.2 Demonstrates that learning is of different kinds and from different sources

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Position Title: T-I Appoinment Status: PERMANENTPAETE Division: LAGUNA Region: IV-A CALABARZON

First Semester__/__ Second Semester:______

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Strand 2.2 Makes the classroom environment safe and conducive to learningIndicator 2.2.1 Maintains a safe and orderly classroom free from distractions

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Indicator 2.3.3 Provides varied enrichment activities to nurture the desire for further learning

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Indicator 2.3.4 Communicates and maintains high standards of learning performanceL

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Strand 2.4 Establishes and maintains consistent standards of learners' behaviorIndicator 2.4.1 Handles behavior problems quickly and with due respect to childre

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###Indicator 2.4.2 Gives timely feedback to reinforce appropriate learners' behavior

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Strand 3.1 Determines, understands and accepts the learners' diverse background

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

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Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners

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Indicator 3.1.1 Obtains information on the learning styles, multiple intelligences and needs of

Indicator 3.1.5 Initiates other learning approaches for learners whose needs have not

Indicator 3.1.6 Recognizes multi-cultural background of learners when providing learning

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Indicator 3.1.8 Makes appropriate adjustments for learners of different socio-economic

Indicator 4.1.1 Delivers accurate and updated content knowledge using appropriat

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Indicator 4.1.2 Integrates language, literacy and quantitative skill development and

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Indicator 4.1.5 Aligns with lesson objectives the teaching methods, learning activities

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Indicator 4.1.3 Explains learning goals, instructional procedures and content

Indicator 4.1.6 Creates situations that encourage learners to use high order

Indicator 4.1.7 Engages and sustains learners' interests in the subject by making content meaningful and relevant to them

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Indicator 4.1.8 Integrates relevant scholarly works and ideas to enrich the

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Indicator 4.3.1 Establishes routines and procedures to maximize instructional timL

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Strand 4.4 Selects teaching methods, learning activities and the instructional mateor resources appropriate to the learners and aligned to objectives of the lesson

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Indicator 4.4.2 Selects, prepares, and utilizes technology and other instructional

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Strand 4.2 Communicates clear learning goals for the lessons that are

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Indicator 4.4.3 Provides activities and uses materials which fit the learners' learning styles, goals

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Indicator 4.4.5 Utilizes information derived from assessment to improve

Indicator 4.4.6 Provides activities and uses materials which involves students in

Indicator 4.5.1 Designs and utilizes teachning methods that take into account

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Strand 5.2 Develops and uses a variety of appropriate assessment strategies to monitor

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Indicator 5.2.2 Employs non-traditional assessment techniques

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Strand 5.3 Monitors regularly and provides feedback on learners' understanding oIndicator 5.3.1 Provides timely and accurate feedback to learners to encourage them

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Strand 5.4 Communicates promptly and clearly to learners, parents and superiors about progress

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Indicator 7.1.2 Allocates time for personal and professional development through participation in

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Indicator 7.3.3 Accepts personal accountability to learners' achievement and performance

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Indicator 7.3.4 Uses self-evaluation to recognize and enhance one's strength and correct one's

SUMMARY OF RESULTS (NCBTS-TSNA)Teacher: Pamn Faye Hazel Valin

Domain D1 D2 D3 D4 ICT D5 D6 D7 TOTALStrand 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 S6.1 Total D6 S7.1 S7.2 S7.3 Total D7TOTAL

No. Of KSAs 15 3 18 10 10 14 15 10 59 27 27 27 6 6 21 4 4 10 78 11 17 6 6 40 18 18 12 6 12 30 270HPS 60 12 72 40 40 56 60 40 236 108 108 108 24 24 84 16 16 40 312 44 68 24 24 160 72 72 48 24 48 120 1080

Raw Score 44 9 53 30 30 40 46 30 176 81 81 73 15 15 68 12 13 38 234 33 51 20 18 122 54 54 36 18 41 95 815Mean Score 2.93 3.00 2.94 3.00 3.00 2.86 3.07 3.00 2.98 3.00 3.00 2.70 2.50 2.50 3.24 3.00 3.25 3.80 3.00 3.00 3.00 3.33 3.00 3.05 3.00 3.00 3.00 3.00 3.42 3.17 3.02

% Score ### ### 73.61% ### ### ### ### ### 74.58% 75.00% 75.00% ### ### ### ### ### ### ### 75.00% ### ### ### ### 76.25% ### 75.00% ### ### ### 79.17% ###

INTERPRETATION BY DOMAIN & STRAND

Domain and Strands % Score Mean Score Competency LevelD1 Social Regard for Learning 73.61% 2.94 Experienced

S1.1 Teacher actions demonstrate value for learning 73.33% 2.93 ExperiencedS1.2 Demonstrates that learning is of different kinds and from different sources 75.00% 3.00 ExperiencedD2 Learning Environment 74.58% 2.98 Experienced

S2.1 Creates an environment that promotes fairness 75.00% 3.00 ExperiencedS2.2 Makes the classroom environment safe and conducive to learning 75.00% 3.00 ExperiencedS2.3 Communicates higher learning expectations to each learner 71.43% 2.86 ExperiencedS2.4 Establishes and maintains consistent standards of learners' behavior 76.67% 3.07 ExperiencedS2.5 Creates a healthy psychological climate for learning 75.00% 3.00 ExperiencedD3 Diversity of Learners 75.00% 3.00 Experienced

S3.1Determines, understands and accepts the learners' diverse background knowledge 75.00% 3.00 Experienced

D4 Curriculum 75.00% 3.00 ExperiencedS4.1 Demonstrates mastery of the subject 67.59% 2.70 ExperiencedS4.2

Communicates clear learning goals for the lessons that are appropriate for learners 62.50% 2.50 DevelopingS4.3 Make good use of allotted instructional time 62.50% 2.50 DevelopingS4.4 Selects teaching methods, learning activities and the instructional materials 80.95% 3.24 ExperiencedS4.5

Recognizes general learning processes as well as unique processes of individual learners 75.00% 3.00 ExperiencedS4.6 Promotes purposive study 81.25% 3.25 ExperiencedS4.7 Demonstrates skills in the use of ICT in teaching and learning 95.00% 3.80 ExpertD5 Planning, Asessing & Reporting 76.25% 3.05 Experienced

S5.1 Develops and utilizes creative and appropriate instructional plan 75.00% 3.00 ExperiencedS5.2 Develops and uses a variety of appropriate assessment strategies to monitor 75.00% 3.00 ExperiencedS5.3 Monitors regularly and provides feedback on learners' understanding 83.33% 3.33 ExperiencedS5.4 Communicates promptly and clearly to learners, parents and superiors about 75.00% 3.00 ExperiencedD6 Community Linkages 75.00% 3.00 Experienced

S6.1 Establishes learning environment that respond to the aspiration of the community 75.00% 3.00 ExperiencedD7 Personal Growth & Professional Devt 79.17% 3.17 Experienced

S7.1 Takes pride in the nobility of teachers as a profession 75.00% 3.00 ExperiencedS7.2 Builds professional links with colleagues to enrich teaching practice 75.00% 3.00 ExperiencedS7.3 Reflects on the extent of the attainment of professional development goals 85.42% 3.42 Experienced

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

S6.1 Total D6

S7.1 S7.2 S7.3 Total D7

TOTAL0.00

1.00

2.00

3.00

4.00

2.93 3.00 2.94 3.00 3.002.86

3.07 3.00 2.98 3.00 3.00

2.702.50 2.50

3.243.00

3.25

3.80

3.00 3.00 3.00

3.33

3.00 3.05 3.00 3.00 3.00 3.00

3.423.17

3.02

Summary of TSNA ResultBy Mean Scale Score

Strands & Domain

Mean Score

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

S6.1 Total D6

S7.1 S7.2 S7.3 Total D7

TOTAL0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Summary of TSNA ResultBy % Score

Strands and Domain

% Score

Gender Civil Status Region Division GradeYr Subject DomainMale Single VI Bohol 1 English D1Female Married VII Tagbilaran 2 Science D2

Widow/er VIII NegOcc 3 Math D3Separated Nsamar 4 Filipino D4

5 Makabayan D56 D67 D789

101,2

1,2,31,2,3,4

1,2,3,4,51,2,3,4,5,6

2,32,3,4

2,3,4,52,3,4,5,6

3,43,4,5

3,4,5,64,5

4,5,65,6

DomDesc StrandsSocial Regard for Learning D1Learning Environment D2Diversity of Learners D3Curriculum D4Planning, Asessing & Reporting D5Community Linkages D6Personal Growth & Professional Devt D7

S1.1S1.2S2.1S2.2S2.3S2.4S2.5S3.1S4.1S4.2S4.3S4.4S4.5S4.6S4.7S5.1S5.2S5.3S5.4S6.1S7.1S7.2S7.3

StrandDesc minSocial Regard for Learning 1Learning Environment 1.51Diversity of Learners 2.51Curriculum 3.51Planning, Asessing & ReportingCommunity LinkagesPersonal Growth & Professional DevtTeacher actions demonstrate value for learningDemonstrates that learning is of different kinds and from different sourcesCreates an environment that promotes fairnessMakes the classroom environment safe and conducive to learningCommunicates higher learning expectations to each learnerEstablishes and maintains consistent standards of learners' behaviorCreates a healthy psychological climate for learningDetermines, understands and accepts the learners' diverse background knowledge Demonstrates mastery of the subjectCommunicates clear learning goals for the lessons that are appropriate for learnersMake good use of allotted instructional timeSelects teaching methods, learning activities and the instructional materials Recognizes general learning processes as well as unique processes of individual learnersPromotes purposive studyDemonstrates skills in the use of ICT in teaching and learning Develops and utilizes creative and appropriate instructional planDevelops and uses a variety of appropriate assessment strategies to monitorMonitors 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 communityTakes pride in the nobility of teachers as a professionBuilds professional links with colleagues to enrich teaching practiceReflects on the extent of the attainment of professional development goals

max level1.5 Beginner2.5 Developing3.5 Experienced4 Expert

valin ncbts tsna.xls

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