NCBTS-TSNA Self Asessment Tool _ Joemer

7/29/2019 NCBTS-TSNA Self Asessment Tool _ Joemer

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NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMEN

Background

THE TSNA SYSTEM FRAMEWORK

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

are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improve

This package of policy reforms is referred to as the Basic Education Sector Reform Agenda (BESRA).

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

establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able

behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their rol

In response to the need for an instrument that identifies the professional strengths and development needs of the

Strengths and Needs Assessment (TSNA) was developed and validated through the AusAID-funded Project STRIVE (

in the Visayas), in coordination with the EDPITAF (Educational Development Implementing Task Force), and Regi

Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-TWG (Teacher Education Develop

Group at the national level.

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

manual for administration, scoring and interpretation, hard copy and e-versions of the tool and the monitoring and ev

implementation of the NCBTS-TSNA.

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

aligned to the needs of the programs clientele. The TSNA determines the differences between the actual situation (

(what should be) in terms of teachers competencies within the department. In this NCBTS-TSNA the actual si

competencies as perceived by the teacher. The profile of the teachers current competencies is compared to the NCBT

This TSNA, therefore, identifies the competency strengths as well as the gap between the expected and the current te

Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and performance indicators of the NC

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

set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED Central Office a

do this phase of the TSNA process. Phase II (Teacher Trainee Analysis) is the instrumentation to determine the curr

KSA terms which is done by the individual teacher at the school level. Phase III (Strength-Need analysis) is th

discrepancies between the standards set and the current teachers data on their competencies which is carried out

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


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Purpose of the NCBTS-TSNAPurpose of the NCBTS-TSNA

Specifically, the TSNA intends to:

1.1. Social Regard for Learning1.2. 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 o

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

school, division and regional level inform the school improvement plan (SIP), Division Development Plan (DEDP) and

(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

individual development needs, and that school heads, division and regional offices also routinely use CBTS in identifying

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 e

Development of Teachers, the TSNA is conducted to gather data on the needs of teachers for their continuing training a

1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis--vis the standards setseven domains and 23 strands:

GAP

PHASE III

STRENGTH-NEED ANALYSIS

PHASE I

Job Analysis

Competency Analysis

PHASE II

Current KSA andCompetency

KSA Required andCompetency Standards

COMPETENCY

ASSESSMENT

InstrumentationData Gathering

Teacher Trainee

Competency Strengths &Learning Needs

Consolidated TSNA Result

Teacher's IPDP

SIPDEDP

SIPDEDP


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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

Domain 2: Learning Environment...................... ................. . S=5 P=17

Domain 3: Diversity of Learners.. S=1 P=8

Domain 4: Curriculum S=7 P=22

Domain 5: Planning, Assessing and Reporting S=4 P=12

Domain 6: Community Linkages S=1 P=6

Domain 7: Personal and Professional Growth S=3 P=10

Total .. S=23 P=80

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 estrands.

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 integratwhich are: Domain 1Social Regard for Learning; Domain 2Learning Environment; Domain 3Diversity of Learners;Planning, Assessing and Reporting; Domain 6Community Linkages; and Domain 7Personal Growth and Professiona

its corresponding strands and each strand has performance indicators. A total of seven domains, 23 strands and 80 peNCBTS competency standards set by the DepED.

The domains, strands and performance indicators were translated to specific Knowledge, Skills, and Attitudes (KSAs) to

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


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

the framework of the NCBTS that defines the concept of effective teaching. One of the ways by which School He

development of the teachers is when they have the first-hand information about the training needs of teachers. T

identify specific training needs of teachers, thus the School Heads and Schools Supervisors need to be knowled

and its proper administration and results utilization.

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

District Supervisors within each Division. The designation of the NCBTS school coordinator is upon the discretio

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

conduct TSNA at the school level. The package provides the participants with: (a) a deeper understanding of the

of the domains, strands, and performance indicators, and the identification of the KSAs; (b) familiarity with the co

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. Lead

respective NCBTS Coordinators become the Implementers of the TSNA across the schools within their cluster

cluster are convened to go through parallel knowledge building and to conduct the TSNA for their own teachers.

the role of guiding and monitoring the TSNA system and procedures within the cluster or district.


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c education. These policy reforms

education effort already started.

CBTS). This is a framework that

to appreciate the complex set of

es and responsibilities

teachers, the NCBTS-Teachers'

trengthening the Basic Education

ns VI, VII and VIII, Divisions of

ent Program-Technical Working

ructured learning session guides,

luation scheme and tools for the

l development programs that are

hat is) and the desired condition

tuation is described the current

standards for effective teaching.

achers competencies in terms of

TS.

ually done by analyzing nationally

nd Regional Offices are tasked to

ent teacher competency levels in

e analysis of the strengths and

at the school, cluster, District or


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f Individual Plan for Professional

s. The consolidated TSNAs at the

the Regional Development Plan

current practices to identify their

teacher performance factors that

phasizing the Professional

d development.

y the NCBTS in each of the

SIP

DEDP

Master Plans for

rofessional Development


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KSA= 18

KSA=59

KSA=27

KSA=78

KSA=40

KSA=18

KSA=30

KSA=270

ch of the seven domains and 23

ed domains for effective teachingomain 4Curriculum; Domain 5

l Development. Each domain has

rformance indicators make up the

compose the TSNA Tool with 270


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GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT T

Code Interpretation

H

(High)

S

(Satisfactory)

F

(Fair)L My level of competence in the KSA is low. I urgently need training and development

( 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

respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format (Excel) is contain

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 com

average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains with correspondin

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

tool is intended for self-assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. High (H), S

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 apriority training & development need.

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

My level of competence in the KSA is fair and I need further training & developmentas a priority.

"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.


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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 Compe

Scale scores % Scores

3.51-4.00 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, aaverage of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart below. A score to be iaverage of a particular domain, or a strand or a specific performance indicator as the case may be.

Expert. Very competent and can support other tea

Experienced. Competent in the KSA but would bedevelopment

Developing. Fairly competent in KSA and need furdevelopment

Beginning. Lacking competence in KSA and requirdevelopment

The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and strengths alonbe inferred from the TSNA results.

The TSNA Individual Profile is used for the development of the teachers IPPD. The identified learning needs therein are appraised byconsideration the priorities set by the school for its future development. It is important that the teachers develop themselves in order to cthe most urgent needs and the priorities identified by the school. The IPPD is therefore prepared by the teachers to identify their traininpriorities and those of the school. A separate document has been developed detailing the concepts and procedures related to the prepara


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ence

obtained score whether annterpreted may either be an

her's improvement

efit from further training and

her training and

e urgent training and

these dimensions may also

the teacher while taking intontribute towards addressingneeds in line with their own

tion of IPPDs.


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S13 37 balance the use of individual and cooperative learning activities?

A11 38 see the value in creating individual and cooperative learning activities?

Strand 2.3 Communicates higher learning expectations to each learner

Indicator 2.3.1 Encourages learners to ask questions

At what level do I ...

K15 39 know the art of questioning and different techniques of asking higher order questions?

S14 40 provide opportunities for learners to ask questions?

S13 41 ask questions that stimulate critical and creative thinking among learners?

A11 42 show an accepting response/gesture in dealing with questions of learners?Indicator 2.3.2 Provides learners with a variety of learning experience


K16 43 know various strategies that elevate students' level of learning?

S16 44 provide learners with variety of experiences that enhance learning?

A13 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


K17 46 understand how enrichment activities enhance the learners' desire to learn?

K18 47 know ways of motivating the learners to learn further and more effectively?

S17 48 facilitate varied enrichment activities that are interesting for further learning?

A14 49 show diligence in making enrichment materials?

Indicator 2.3.4 Communicates and maintains high standards of learning performance

At what level do I ...K19 50 know the implications of achieving high standards of learning performance for total human development?

S18 51 help learners maintain high standards of learning?

A15 52 inspire learners to set high performance targets for themselves?

Strand 2.4 Establishes and maintains consistent standards of learners' behavior

Indicator 2.4.1 Handles behavior problems quickly and with due respect to children's rights


K20 53 understand the rights and responsibilities of the child as embodied in different laws, e.g. RA 7610, PD 603?

K21 54 know behavior management techniques for learners with behavioral problems?

S19 55 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


K22 58 know the concept, importance and techniques of social reinforcement?

S21 59 provide timely and appropriate reinforcement on learners' behavior?

A17 60 believe that positive reinforcement leads to improved learner behavior?

Indicator 2.4.3 Guides individual learners requiring development of appropriate social and learning behavior


K24 61 understand the learners' social development stages?

K25 62 know different strategies that enhance learners' social development?

S22 63 use varied teaching-learning strategies that make use of social interaction?

A18 64 show patience in managing different social and learning activities?

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

At what level do I ...K26 65 know DepED/school policies and procedures on student discipline?

S23 66 communicate and enforce policies and procedures related to students behavior?

A19 67 commit to enforcing school policies and procedures?

Strand 2.5 Creates a healthy psychological climate for learning

Indicator 2.5.1 Encourages free expression of ideas from students


K27 68 know the concepts and principles of democratic expression of ideas?

S24 69 provide activities that will encourage respect and free expresssion of ideas?

A20 70 encourage learners to express their ideas freely and responsibly?

Indicator 2.5.2 Creates stress-free environment


K28 71 know the the elements and importance of establishing a stress-free learning environment?

S25 72 manage conflicts and other stress-related situations?S26 73

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


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A22 77 let my students feel they are accepted?

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


K30 78 understand the theories and concepts of multiple intelligences and learning styles?S28 79 identify learning styles and multiple intelligences of learners?

A23 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


K31 81 know techniques and strategies in designing/selecting activities for varied types of learners?

S29 82 utilize varied activities for various types of learners?

A24 83 show respect and concern for individual differences of students?

Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners


K32 84 understand the requirements in setting goals for differentiated learning?

S30 85 utilize differentiated activities to meet expected learning goals of learners?

S31 86 assist learners in setting learning goals for themselves?

A25 87 appreciate the need to consider the differences in experiences and capabilities of learners?

Indicator 3.1.4 Paces lessons appropriate to needs and difficulties of learners


K33 88 know teaching principles and strategies for addressing learners' needs and difficulties?

S32 89 pace lessons according to learners' needs and difficulties?

A26 90 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


K34 91 have the knowledge on teaching principles and strategies for students-at-risk ?

S34 92 keep track of students at risk?

S35 93 provide appropriate intervention programs for learners-at-risk?

A27 94 appreciate the need to help students-at-risk?

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


K35 95 know the cultural background of my students and its implications to my teaching?

S36 96 provide appropriate learning activities to students with different cultural background?

A28 97 show appreciation for cultural diversities?

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


K36 98 know the educational psychology of learners with special needs?

S37 99 use appropriate strategies for learners with special needs?

A29 100 show sensitivity to learners with special needs?

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


K37 101 understand the effects of socio-economic status on learning performance?S38 102 determine the different socio-economic background of trainers?

S39 103 use techniques to motivate learners of the lower socio-economic status?

A30 104 show fairness to all learners regardless of their economic status?

Domain 4 CURRICULUM

Strand 4.1 Demonstrates mastery of the subject

Indicator 4.1.1 Delivers accurate and updated content knowledge using appropriate methodologies,

approaches and strategies


K38 105 have an updated content knowledge and teaching strategy in my subject area?

S40 106 apply the updated content and appropriate strategies in my teaching?

A31 107 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 area


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Indicator 4.1.3 Explains learning goals, instructional procedures and content clearly and accurately to

students


K40 111 possess in-depth understanding of the subject area's learning goals, instructional procedures and content based on curriculum?

S42 112 explains learning goals, concepts and processes clearly and accurately to learners?

A33 113 give sufficient time to explain the lessons for clear understanding of the learners?

Indicator 4.1.4 Links the current content with past and duture lessons

At what level do I ...K41 114 understand interrelation of topics/content within the subject area taught?

S43 115 link the present subject matter content with the past and future lessons?

A34 116 value the need to relate prior knowledge of learners with the present and future lessons?

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

materials or resources appropriate to learners


K42 117 have the knowledge in designing lessons with congruent objectives, teaching methods, learning activities and materials?

S44 118 teach lessons that have congruency of objectives, procedure, materials and evaluation?

A35 119 appreciate the value of aligning objectives with all the parts of a lesson?

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


K43 120 understand the concept of critical thinking and the facets of understanding?

S45 121 engage learners in activities that develop higher order thinking skills?

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


K43 123 know strategies and materials that promote authentic learning?

ICT 124 apply various appropriate strategies and/or technology to motivate & sustain learning?

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


K43 126 update myself with relevant scholarly works and ideas related to my subject area?

S45 127 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


K43 129 know about other disciplines related to the subject I am teaching?

S45 130 integrate content of subject area with other disciplines?

A36 131 appreciate integrative mode of teaching?

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

Indicator 4.2.1 Sets appropriate learning goals


K43 132 know the learning goals vis--vis specific subject content of the level I am teaching?

S45 133 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


K43 135 understand the connection of the short-term goals to the long-term goals of learning?

S45 136 practice relating short-term goals to long term goals for learning?

A36 137 value the learning goals set in the curriculum?

Strand 4.3 Make good use of allotted instructional time

Indicator 4.3.1 Establishes routines and procedures to maximize instructional time


K43 138 understand the principles and procedure of maximizing instructional time?

S45 139 apply techniques of "time on task" in planning and delivering lessons?

A36 140 observe discipline on time management?

Indicator 4.3.2 Plans lessons to fit within available instructional time


K43 141 know the principles and techniques of lesson planning considering the allotted instructional time ?

S45 142 design parts of the lesson within available instructional time?

A36 143 h ffi i i th f ti t ff ti l tt i l i l ?


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K43 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


ICT 147 know various technology and instructional materials appropriate for my learning area?

ICT 148 select and utilize updated and appropriate technology/instructional materials?ICT 149 use appropriate technology resources to achieve curriculum standards and objectives?

S45 150 prepare adequate and appropriate instructional materials for the learners and the learning objectives?

A36 151 manifest resourcefulness in preparing instructional materials?

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


K43 152 know the principles of instructional material preparation for different types of learners?

S45 153 use relevant activities and materials suited to the learning styles, goals and culture of the learners?

A36 154 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 learners


K43 155 understand the theories, approaches and strategies in teaching the subject area?

S45 156 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


K43 158 understand the proper utilization of assessment results to improve teaching and learning?

S45 159 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


K43 161 know various educational theories (e.g. constructivism) and their implications to meaningful leaning?

S45 162 apply relevant teaching approaches to achieve meaningful learning?

A36 163 use improvised and indigenous materials for meaningful learning?

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

Strand 4.5 Recognizes general learning processes as well as unique processes of individual learIndicator 4.5.1 Designs and utilizes teachning methods that take into account the learning process


K43 165 know different teaching approaches and strategies suitable to various learners?

S45 166 have knowledge on general and specific learning processes?

A36 167 apply teaching-learning methodologies that respond to general and specific learning processes?

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

Strand 4.6 Promotes purposive study

Indicator 4.6.1 Cultivates good study habits through appropriate activities and projects


K43 169 know the techniques in forming good study habits?

S45 170 determine the current study habits of my students?

A36 171 provide appropriate learning tasks and projects that support development of good study habits?

172 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 learning


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 PLANNING, ASSESSING AND REPORTING


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K43 220 understand the role and responsibilities of parents in supporting school programs to enhance children's learning progress?

S45 221 involve parents to participate in school activities that promote their children's learning progress?

A36 222 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 communityIndicator 6.1.1 Involves community in sharing accountability for learners' achievement


K43 223 know the programs, projects, and thrusts of DepEd on school-community partnership?

S45 224 involve the community in the programs, projects and thrusts of the school?

A36 225 promote shared accountability for the learners' achievement?

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


K43 226 know the various community resources available to enhance learning?

S45 227 use available community resources (human, material) to support learning?

A36 228 recognize community resources to support learning?

Indicator 6.1.3 Uses community as a laboratory for learning


K43 229 know strategies for experiential learning outside the classroom?

S45 230 make use of the community as a laboratory for learning?

A36 231 appreciate the world as a learning environment?

Indicator 6.1.4 Participates in community activities that promote learning


K43 232 know the teacher's social responsibility?

S45 233 link with sectors for involvement in community work?

A36 234 show enthusiasm in joining community activities?

Indicator 6.1.5 Uses community networks to publicize school events and achievements


K43 235 know the dynamics of community networking and information dissemination?

S45 236 communicate the school events/achievements through community networks?

A36 237 share information on school events/achievements to the community?

Indicator 6.1.6 Encourages students to apply classroom learning to the community


K43 238 know the social realities outside the classroom to make learning relevant?

S45 239 provide learning activities ensuring their application to the community?

A36 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


K43 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


K43 244 know the requirements/expectations for personal and professional development of teachers?

S45 245 prepare and implement an individual personal and professional development plan (IPDP)?

A36 246 manifest zeal in undertaking educational research ?

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


K43 247 know the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance them?

S45 248 engage in self-assessment to enhance my personal qualities?

A36 249 exhibit personal qualities such as enthusiasm, flexibility and caring attitude?

Indicator 7.1.4 Articulates and demonstrates one's personal philosophy of teachingAt what level do I ...

K43 250 understand the value of having a personal philosophy of teaching?


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K43 253 update myself with recent developments in education?

S45 254 apply updated knowledge to enrich teaching practice?

A36 255 manifest openness to recent developments in education?

Indicator 7.2.2 Links with other institutions and organizations for sharing best practices


K43 256 know of institutions and organizations with a goal to improve teaching practice?

S45 257 link with other institutions and organizations that are helpful to the teaching profession?

A36 258 get involved in professional organizations and other agencies that can improve my teaching practice?

Strand 7.3 Reflects on the extent of the attainment of professional development goalsIndicator 7.3.1 Reflects on the quality of his/her own teaching


K43 259 know the techniques and benefits derived from theory-guided introspection?

S45 260 make a self assessment of my teaching competencies?

A36 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


K43 262 know the purposes and approaches in establishing an effective feedback system?

S45 263 actively seek feedback from a range of people to improve my teaching performance?

A36 264 manifest positive attitude towards comments/recommendations?

Indicator 7.3.3 Accepts personal accountability to learners' achievement and performance


K43 265 know my accountability and responsibilities toward students' learning performance?

S45 266 examine myself vis-a-vis my accountability for the learners and to the teaching profession?

A36 267 accept my personal accountability to the learners?

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


K43 268 know the concept and strategies for self-evaluation?

S45 269 identify my strengths and weaknesses as a person and as a teacher?

A36 270 manifest determination to become a better person and teacher?

Automatic scoring is enabled only after all items have been accomplished

END OF SELF ASSESSMENT

Click Summary Worksheet to view results


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H S F L

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INTERPRETATION BY DOMAIN & STRAND

Domain and Strands % Score

D1 Social Regard for Learning 75.00% 3.

S1.1 Teacher actions demonstrate value for learning 78.33% 3.

S1.2Demonstrates that learning is of different kinds and from different sources 58.33% 2.

D2 Learning Environment 70.34% 2.

S2.1 Creates an environment that promotes fairness 70.00% 2.

S2.2 Makes the classroom environment safe and conducive to learning 55.00% 2.

S2.3 Communicates higher learning expectations to each learner 66.07% 2.

S2.4 Establishes and maintains consistent standards of learners' behavior 70.00% 2.

S2.5 Creates a healthy psychological climate for learning 92.50% 3.

D3 Diversity of Learners 72.22% 2.

S3.1Determines, understands and accepts the learners' diverse background knowledge 72.22% 2.

D4 Curriculum 61.86% 2.

S4.1 Demonstrates mastery of the subject 79.63% 3.

S4.2Communicates clear learning goals for the lessons that are appropriate for learners 75.00% 3.

S4.3 Make good use of allotted instructional time 62.50% 2.S4.4 Selects teaching methods, learning activities and the instructional materials 64.29% 2.

S4.5Recognizes general learning processes as well as unique processes of individual learners 62.50% 2.

S4.6 Promotes purposive study 62.50% 2.

S4.7 Demonstrates skills in the use of ICT in teaching and learning 95.00% 3.

D5 Planning, Asessing & Reporting 75.00% 3.

S5.1 Develops and utilizes creative and appropriate instructional plan 68.18% 2.

S5.2 Develops and uses a variety of appropriate assessment strategies to monitor 75.00% 3.

S5.3 Monitors regularly and provides feedback on learners' understanding 100.00% 4.

S5.4 Communicates promptly and clearly to learners, parents and superiors about 62.50% 2.

D6 Community Linkages 70.83% 2.

S6.1 Establishes learning environment that respond to the aspiration of the community 70.83% 2.

D7 Personal Growth & Professional Devt 75.00% 3.

S7.1 Takes pride in the nobility of teachers as a profession 75.00% 3.S7.2 Builds professional links with colleagues to enrich teaching practice 70.83% 2.

S7.3 Reflects on the extent of the attainment of professional development goals 77.08% 3.

MeSco

Strands and Domain


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Gender Civil Status Region Division GradeYr Subject Domain

Male Single VI Bohol 1 English D1

Female Married VII Tagbilaran 2 Science D2

Widow/er VIII NegOcc 3 Math D3

Separated Nsamar 4 Filipino D4

5 Makabayan D5

6 D67 D7

8

9

10

1,2

1,2,3

1,2,3,4

1,2,3,4,5

1,2,3,4,5,6

2,32,3,4

2,3,4,5

2,3,4,5,6

3,4

3,4,5

3,4,5,6

4,5

4,5,6

5,6


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DomDesc Strands

Social Regard for Learning D1

Learning Environment D2

Diversity of Learners D3

Curriculum D4

Planning, Asessing & Reporting D5

Community Linkages D6Personal Growth & Professional Devt D7

S1.1

S1.2

S2.1

S2.2

S2.3

S2.4

S2.5

S3.1

S4.1S4.2

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


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StrandDesc

Social Regard for Learning

Learning Environment

Diversity of Learners

Curriculum

Planning, Asessing & Reporting

Community LinkagesPersonal 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 subjectCommunicates 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


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min max level

1 1.5 Beginner

1.51 2.5 Developing

2.51 3.5 Experienced

3.51 4 Expert

Documents

NCBTS-TSNA Self Asessment Tool _ Joemer