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8/11/2019 TSNA Self Assessment Spreadsheet1
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NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMEN
Background
THE TSNA SYSTEM FRAMEWORK
The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basi
are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improve
This package of policy reforms is referred to as the Basic Education Sector eform !genda "BES!#.
$ne key element in the reform agenda is the establishment of the %ational &ompetency'Based Teacher Standards "
establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able
behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their rol
)n response to the need for an instrument that identifies the professional strengths and development needs of the
Strengths and %eeds !ssessment "TS%!# (as developed and validated through the !us!)D'funded +roect ST)-E "
in the -isayas#, in coordination (ith the ED+)T! "Educational Development )mplementing Task orce#, and egi
%egros $ccidental, Bohol and %orthern Samar in /001, and further validated by the TED+'T23 "Teacher Education
2orking 3roup at the national level.
This tool is part of the %&BTS'TS%! +ackage that includes an %&BTS orientation program and resource materials, st
manual for administration, scoring and interpretation, hard copy and e'versions of the tool, the monitoring and eval
implementation of the %&BTS'TS%!.
The Teachers4 Strengths 5 %eeds !ssessment "TS%!#, is seen to be essential in the provision of quality professiona
aligned to the needs of the programs4 clientele. The TS%! determines the differences bet(een the actual situation "
"(hat should be# in terms of teacher4s competencies (ithin the department. )n this %&BTS'TS%! the actual si
competencies as perceived by the teacher. The profile of the teacher4s current competencies is compared to the %&BT
This TS%!, therefore, identifies the competency strengths as (ell as the gap bet(een the expected and the current te
6no(ledge, Skills, and !ttitudes "6S!s# that actually define the domains, strands and performance indicators of the %&B
The TS%! involves three essential stages of training needs analysis7 +hase ) "8ob !nalysis for Effective Teaching# is act
set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED &entral $ffice a
do this phase of the TS%! process. +hase )) "Teacher Trainee !nalysis# is the instrumentation to determine the curr
6S! terms (hich is done by the individual teacher at the school level. +hase ))) "Strength'%eed analysis# is th
discrepancies bet(een the standards set and the current teachers4 data on their competencies (hich is carried out
Division level for their respective purposes related to teacher training:development.
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Purpose of the NCBTS-TSNAPurpose of the NCBTS-TSNA
Specifically, the TS%! intends to7
;.;. Social egard for aster +lans for +rofessional Development ">++D# for the egion and the Division.
2hen established, the TS%! system ensures that ?teachers routinely use &BTS in making self'assessments of their
individual development needs, and that school heads, division and regional offices also routinely use &BTS in identifying
affect school'(ide learning outcomes@ "BES! +)+, /00A -ersion "+)+ -.;, p. /;#.
)n order to reali9e the commitment to provide quality basic education through the 6ey esult Thrust "6T/# of BES! e
Development of Teachers, the TS%! is conducted to gather data on the needs of teachers for their continuing training an
;. Determine the competency gaps or learning needs in terms of 6S!s of individual teachers vis''vis the standards setseven domains and /= strands7
GAP
PHASE III
STRENGTH-NEED ANALYSIS
PHASE I
Jo Ana!"#$#
Competency Analysis
PHASE II
Current KSA andCompetency
KSA Required and
Competency Standards
COMPETENCYASSESSMENT
Instrumentationata Gat!erin"
T%ac&%r Tra$n%%
Competency Stren"t!s #$earnin" Needs
Consolidated TSNAResult
Teac!er%s IPP
SIPEP
SIPEP
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;.C. &urriculum
;.. +lanning, !ssessing and eporting
;.A. &ommunity !%&E )%D)&!T$S "+#7
Domain ;7 Social egard for
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The principle of school'based management empo(ers the School Jeads to provide instructional leadership and
the frame(ork of the %&BTS that defines the concept of effective teaching. $ne of the (ays by (hich School Je
development of the teachers is (hen they have the first'hand information about the training needs of teachers. T
identify specific training needs of teachers, thus the School Jeads and Schools Supervisors need to be kno(led
and its proper administration and results utili9ation.
The orientation should therefore, involve clusters of School Jeads (ith their respective %&BTS School &oordina
District Supervisors (ithin each Division. The designation of the %&BTS school coordinator is upon the discretio
consideration the criteria outlined in the $rientation 3uide contained in the %&BTS'TS%! +ackage.
The %&BTS'TS%! package has been designed for kno(ledge building and advocacy on the %&BTS and for the
conduct TS%! at the school level. The package provides the participants (ith7 "a# a deeper understanding of the
of the domains, strands, and performance indicators, and the identification of the 6S!sI "b# familiarity (ith the co
proper administration to assist schools in the conduct of TS%!.
B. Schoo$s-C$uster TSNA p$ee!t#to!
Schools (ithin the Division are expected to form clusters. Each cluster should designate a
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c education. These policy reforms
education effort already started.
&BTS#. This is a frame(ork that
to appreciate the complex set of
es and responsibilities.
teachers, the %&BTS'Teachers*
trengthening the Basic Education
ns -), -)) and -))), Divisions of
Development +rogram'Technical
ructured learning session guides,
uation scheme and tools for the
l development programs that are
hat is# and the desired condition
tuation is described the current
standards for effective teaching.
acher4s competencies in terms of
TS.
ually done by analy9ing nationally
nd egional $ffices are tasked to
ent teacher competency levels in
e analysis of the strengths and
at the school, cluster, District or
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f )ndividual +lan for +rofessional
s. The consolidated TS%!s at the
elopment +lan "S++D#, and the
current practices to identify their
teacher performance factors that
phasi9ing the +rofessional
d development.
y the %&BTS in each of the
SIPEPMaster Plans &orPro&essional
e'elopment
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6S!F ;1
6S!FK
6S!F/
6S!F1
6S!FC0
6S!F;1
6S!F=0
SA()0,
h of the seven domain and /=
ed domains for effective teachingomain CH&urriculumI Domain H
l Development. Each domain has
rformance indicators make up the
com ose the TS%! Tool (ith /0
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therefore they must be a(are of
ads can support the professional
he %&BTS'TS%! tool intends to
geable of the features of the tool
tors from
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GETTING STARTED WITH THE SELF-ASSESSMENT TOOL
Code !terpret#to!
J
"Jigh#
S ) am competent in the 6S! but ) (ould benefit from further training
"Satisfactory#
) am fairly competent in the 6S! but need further training
"air#< ) have lo( competence in the 6S! and require urgent training
"
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C. Ppon successfully completing all items, message M&lick Summary 2orksheet to vie( resultsM is displayed.
&lick Summary 2orksheet to vie( interpretation of assessment results.
. ! command button at the bottom of the MSelf !ssessmentM is provided to allo( the respondent clear all check boxes.
ans(ers (ere provided for one 6S!. )n this case, the message ME$M is displayed. evie( ans(ers giving special
attention to red and grey colored ro(s.
Lou (ill also not be able to vie( your scores if the required items in the Teacher profile "see above# have not been provided.
! message informing you of this (ill appear belo( the E$ message described above if this is the case.
!terpret!3 #!d Co!so$d#to! of the TSNA Prof$es!terpret!3 #!d Co!so$d#to! of the TSNA Prof$es
R#!3e 4e"e$ of Te#ch!3 Co
Scale scores % Scores
=.;'C.00 1.;Q ' ;00Q
/';'=.0 A/.;Q ' 1.0Q
;.;'/.0 =.;Q ' A/.0Q
;.00';.0 /.00Q ' =.0Q
&onsolidation of TS%! results is done electronically to report on TS%! of a given school, cluster or Division.
5t$6#to! of TSNA Resu$ts for the De"e$ope!t of PPDs
Note :!utomatic scoring is not enabled (hen any one of the items in the (orksheet has not been ans(ered and:or t(o
TS%! results may be interpreted using the scale scores or the percentage scores. Ppon completion of the %&BTS'TS%! Tool, an ob
of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart belo(. ! score to be interpreteparticular domain, or a strand or a specific performance indicator as the case may be.
Expert. -ery competent and can support other teac
Expere!ced. &ompetent in the 6S! but (ould bedevelopment
De"e$op!3. airly competent in 6S! and need fur
Be3!!!3.
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order for the teacher'
d on a compact disk "&D# (ith
omputer. )t takes an average of
nd performance indicators are
ering that the %&BTS'TS%! tool
factory "S#, air "#, and
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ete!ce
tained score (hether an average
may either be an average of a
her*s improvement
efit from further training and
her training and development
e urgent training and
g these dimensions may also be
by the teacher (hile taking into
ontribute to(ards addressing theds in line (ith their o(n priorities+Ds.
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Te#cher Prof$e(old outline indicates required entries)
I. PERSONAL DATA AND DETAILS OF CURRENT POSITION
1. Family Name (Last name) First Name
2. Gender 3. Civil Status5. Birth Date 6. la!e "# Birth
MM DD YYYY
$.
%. &e'i"n * +,S-+&N S,,S /. Divisi"n N"rthern Samar
11. S!h""l Name
10. S!h""l ,ddress
15.
16. Sue!t ,rea C"n!entrati"n 4aaayan
Elem: +n'lish 4ath S!ien!e ili7in 8 S"!ial Studies 8 9"me +! : L;h""d
Sec : +n'lish 4ath S!ien!e ili7in 8 S"!ial Studies 8 -e!hn"l. : 9me +!
1$. Grades -au'ht in Current "siti"n
re. 1. 2. 3. 0. 5. 6. $. %. /.
II. EDUCATIONAL ATTAINMENT
De'ree 4a"r
Ba!hel"r
4aster;s
D"!t"ral
=thers
III. WORK EXPERIENCE PRIOR TO CURRENT POSITION (IMPORTANT: DO NOT INCLUDE CURRENT POSITION))
"siti"n Sue!ts -au'ht
(Please use additional sheet if necessary)
-itle Sue!ts ,rea
V. SCHOLARSHIP/GRANTS RECEIVED
C"nta!t ,ddress (City/State/Country)
Start Date "# -ea!hin' Servi!e (YYYY / MM)
IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)
VIII - EASTERN VISAY Northern Samar
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Date Si'nature
N.B.
,D 9&*NS+- F"rm N". 288%*881 v0.8
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4iddle Name
0. &C D
h"ne
Fa>
ode +*mail
18. Distri!t L,+?,&+S
12. S!h""l D 13. S!h""l -y7e uli! rivate
Elementary : 4"n"'rade Central
4ulti'rade N"n*CentralS+D
Secondary: General 4ain
S7e!ial S!ien!e -e!h"!
+>tensi"n Ni'ht
S+D
8 alues
8 alues
18.
n!lusive eri"d @nits 9"n"rs &e!eivedmm dd yyyy mm dd yyyy
S!h""l mm dd yyyy mm dd yyyy
2813
Level &"le S7"ns"rin' ,'en!y
n!lusive Dates
mm dd yyyy mm dd yyyy
$oc+,-nloc+ istrict
$oc+,-nloc+ Re"ion $oc+,-nloc+ i'ision
c+,-nloc+ Sc!ool # Sc!ool I
LAVEZARES II
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Do'a$n ( SO)IAL REGARD FOR LEARNING
Strand 1.1 T%ac&%r ac*$on# d%'on#*ra*% +a!u% ,or !%arn$ng
Indicator 1.1.1 Implements school policies and procedures
At what level do I ...
K. . kno( school policies and proceduresR
K/ / understand school operationsR
S. 0 implement policies and procedures R
S/ 1 communicate policies and procedures to students, parents and other concerned personsRA. 2 abide by the school policies and proceduresR
Indicator 1.1.2 Demonstrates punctuality
At what level do I ...
K0 3 possess a(areness on the implementation of Mtime on taskM in all responsibilitiesR
S0 4 demonstrate punctuality in accomplishing expected tasks and functionsR
A/ 5 model the value of punctualityR
Indicator 1.1.3 Maintains appropriate appearance
At what level do I ...
K1 6 kno( decorum i.e. dress code, behavior of teachersR
S1 .7 practice decorum in all occasionsR
A0 .. value decorum expected of teachersR
Indicator 1.1.4 Is careful about the eect of one!s behavior on students
At what level do I ...K2 ./ understand the theoretical concepts and principles of social learningR
S2 .0 sho( appropriate behavior even during unguarded momentsR
S3 .1 apply kno(ledge on social learning in dealing (ith studentsR
A1 .2 consider the influence my behavior has on studentsR
S*rand (. D%'on#*ra*%# *&a* !%arn$ng $# o, d$/%r%n* k$nd# and ,ro' d$/%r%n* #ourc%#
Indicator 1.2.1 Ma"es use of various learnin# e$periences and resources
At what level do I ...
K3 .3 kno( a range of sources through (hich social learning may be experiencedR
S4 .4 use information from a variety of sources for learning "e.g. family, church, other sectors of the community#R
A2 .5 appreciate that students learn through a range of different social experiencesR
Do'a$n . LEARNING EN0IRONMENT
S*rand .( )r%a*%# an %n+$ron'%n* *&a* 1ro'o*%# ,a$rn%##
Indicator 2.1.1 Maintains a learnin# environment of courtesy % respect for dierent learners &e.#.ability' cul
At what level do I ...
K4
.6 understand the dynamics of teaching learners from diverse backgrounds "e.g. ability, culture, family background and gender#R
S5 /7 maintain a learning environment that promotes courtesy and respect for all learnersR
A3 /. sho( courtesy and respect to everyone at all timesR
Indicator 2.1.2 (rovides #ender)fair opportunities for learnin#
At what level do I ...
K5 // understand the obectives, principles and strategies for 3ender and Development "3!D#R
S6 /0 provide gender fair learning opportunitiesR
A4 /1 uphold gender sensitivity in my dealings (ith learners and othersR
Indicator 2.1.3 *eco#ni+es that every learner has stren#ths
At what level do I ...
K6 /2 understand the psychological foundations of learner*s gro(th and development
K.7 /3 kno(s about potentialities and uniqueness of individual learnersR
S.7 /4 provide learning activities that allo( all learners to reach their full potentialR
A5 /5 recogni9e leraner*s individual potentials and strengthsR
S*rand .. Mak%# *&% c!a##roo' %n+$ron'%n* #a,% and conduc$+% *o !%arn$ng
Indicator 2.2.1 Maintains a safe and orderly classroom free from distractions
At what level do I ...
K.. /6 kno( the principles of classroom management, room structuring and safety measuresR
S.. 07 maintain a safe, clean and orderly classroom free from distractionsR
A6 0. sho( concern for a safe and conducive learning environmentR
Indicator 2.2.2 Arran#es challen#in# activities in a #iven physical environment
At what level do I ...
K./ 0/ kno( various challenging activities that can be adapted in any given physical environmentR
S./ 00 conduct challenging learning activities despite physical environment constraintsR
A.7 01 sho( enthusiasm to conduct learning activities in any given situationR
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S.0 04 balance the use of individual and cooperative learning activitiesR
A.. 05 see the value in creating individual and cooperative learning activitiesR
S*rand .2 )o''un$ca*%# &$g&%r !%arn$ng %31%c*a*$on# *o %ac& !%arn%r
Indicator 2.3.1 -ncoura#es learners to as" uestions
At what level do I ...
K.2 06 kno( the art of questioning and different techniques of asking higher order questionsR
S.1 17 provide opportunities for learners to ask questionsR
S.0 1. ask questions that stimulate critical and creative thinking among learnersR
A.. 1/ sho( an accepting response:gesture in dealing (ith questions of learnersRIndicator 2.3.2 (rovides learners with a variety of learnin# e$perience
At what level do I ...
K.3 10 kno( various strategies that elevate students* level of learningR
S.3 11 provide learners (ith variety of experiences that enhance learningR
A.0 12 (illingly provide learners (ith a variety of challenging learning activitiesR
Indicator 2.3.3 (rovides varied enrichment activities to nurture the desire for further learnin#
At what level do I ...
K.4 13 understand ho( enrichment activities enhance the learners* desire to learnR
K.5 14 kno( (ays of motivating the learners to learn further and more effectivelyR
S.4 15 facilitate varied enrichment activities that are interesting for further learningR
A.1 16 sho( diligence in making enrichment materialsR
Indicator 2.3.4 /ommunicates and maintains hi#h standards of learnin# performance
At what level do I ...K.6 27 kno( the implications of achieving high standards of learning performance for total human developmentR
S.5 2. help learners maintain high standards of learningR
A.2 2/ inspire learners to set high performance targets for themselvesR
S*rand .4 E#*a!$#&%# and 'a$n*a$n# con#$#*%n* #*andard# o, !%arn%r#5 %&a+$or
Indicator 2.4.1 0andles behavior problems uic"ly and with due respect to children!s ri#hts
At what level do I ...
K/7 20 understand the rights and responsibilities of the child as embodied in different la(s, e.g. ! A;0, +D A0=R
K/. 21 kno( behavior management techniques for learners (ith behavioral problemsR
S.6 22 identify learners (ith behavioral problemsR
S/7 23 employ appropriate procedures and actions consistently (hen dealing (ith learners (ith behavioral problemsR
A.3 24 sho( a compassion and caring attitude in managing behavior problemsRIndicator 2.4.2 ives timely feedbac" to reinforce appropriate learners! behavior
At what level do I ...
K// 25 kno( the concept, importance and techniques of social reinforcementR
S/. 26 provide timely and appropriate reinforcement on learners* behaviorR
A.4 37 believe that positive reinforcement leads to improved learner behaviorR
Indicator 2.4.3 uides individual learners reuirin# development of appropriate social and learnin# behavior
At what level do I ...
K/1 3. understand the learners* social development stagesR
K/2 3/ kno( different strategies that enhance learners* social developmentR
S// 30 use varied teaching'learning strategies that make use of social interactionR
A.5 31 sho( patience in managing different social and learning activitiesR
Indicator 2.4.4 /ommunicates and enforces school policies and procedures for appropriate learner behavior
At what level do I ...K/3 32 kno( DepED:school policies and procedures on student disciplineR
S/0 33 communicate and enforce policies and procedures related to students behaviorR
A.6 34 commit to enforcing school policies and proceduresR
S*rand .6 )r%a*%# a &%a!*&" 1#"c&o!og$ca! c!$'a*% ,or !%arn$ng
Indicator 2..1 -ncoura#es free e$pression of ideas from students
At what level do I ...
K/4 35 kno( the concepts and principles of democratic expression of ideasR
S/1 36 provide activities that (ill encourage respect and free expresssion of ideasR
A/7 47 encourage learners to express their ideas freely and responsiblyR
Indicator 2..2 /reates stress)free environment
At what level do I ...
K/5 4. kno( the the elements and importance of establishing a stress'free learning environmentR
S/2 4/ manage conflicts and other stress'related situationsRS/3 40
initiate and create programs "e.g. child'friendly school system# and activities that promote stress'free environmentR
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A// 44 let my students feel they are acceptedR
Do'a$n 2 DI0ERSITY OF LEARNERS
S*rand 2( D%*%r'$n%#7 und%r#*and# and acc%1*# *&% !%arn%r#5 d$+%r#% ackground kno8!%dg%
and %31%r$%nc%
Indicator 3.1.1 6btains information on the learnin# styles' multiple intelli#ences and needs of learners
At what level do I ...
K07 45 understand the theories and concepts of multiple intelligences and learning stylesRS/5 46 identify learning styles and multiple intelligences of learnersR
A/0 57 sho( diligence in obtaining information on different learning needsR
Indicator 3.1.2 Designs or selects learning experiences suited to different kinds of learners
At what level do I ...
K0. 5. kno( techniques and strategies in designing:selecting activities for varied types of learnersR
S/6 5/ utili9e varied activities for various types of learnersR
A/1 50 sho( respect and concern for individual differences of studentsR
Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners
At what level do I ...
K0/ 51 understand the requirements in setting goals for differentiated learningR
S07 52 utili9e differentiated activities to meet expected learning goals of learnersR
S0. 53 assist learners in setting learning goals for themselvesR
A/2 54 appreciate t!e need to consider t!e di8erences in e9periences and capa:ilities o& learners;
Indicator 3.1.4 (aces lessons appropriate to needs and di7culties of learners
At what level do I ...
K00 55 kno( teaching principles and strategies for addressing learners* needs and difficultiesR
S0/ 56 pace lessons according to learners* needs and difficultiesR
A/3 67 sho( flexibility in pacing lessons to support the needs of the learnersR
Indicator 3.1. Initiates other learning approaches for learners whose needs have not been et b! usual
approaches
At what level do I ...
K01 6. have the kno(ledge on teaching principles and strategies for students'at'risk R
S01 6/ keep track of students at riskR
S02 60 provide appropriate intervention programs for learners'at'riskR
A/4 61 appreciate the need to help students'at'riskR
Indicator 3.1.8 "ecogni#es ulti$cultural background of learners when providing learning opportunities
At what level do I ...
K02 62 kno( the cultural background of my students and its implications to my teachingR
S03 63 provide appropriate learning activities to students (ith different cultural backgroundR
A/5 64 sho( appreciation for cultural diversitiesR
Indicator 3.1.9 Adopts strategies to address needs of different l!$abled students
At what level do I ...
K03 65 kno( the educational psychology of learners (ith special needsR
S04 66 use appropriate strategies for learners (ith special needsR
A/6 .77 sho( sensitivity to learners (ith special needsR
Indicator 3.1.: &akes appropriate ad'ustents for learners of different socio$econoic backgrounds
At what level do I ...
K04 .7. understand the effects of socio'economic status on learning performanceRS05 .7/ determine the different socio'economic background of trainersR
S06 .70 use techniques to motivate learners of the lo(er socio'economic statusR
A07 .71 sho( fairness to all learners regardless of their economic statusR
Do'a$n 4 C5RRC545M
S*rand 4( Deo!str#tes #ster2 of the su78ect
Indicator 4.1.1 Delivers accurate and updated content knowledge using appropriate ethodologies(
approaches and strategies
At what level do I ...
K05 .72 have an updated content kno(ledge and teaching strategy in my subect areaR
S17 .73 apply the updated content and appropriate strategies in my teachingR
A0. .74 commit to deliver accurate and updated content kno(ledgeR
Indicator 4.1.2 Integrates language( literac! and )uantitative skill developent and values in his*her
sub'ect area
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Indicator 4.1.3 -$plains learnin# #oals' instructional procedures and content clearly and accurately to
students
At what level do I ...
K17 ... possess in'depth understanding of the subect area*s learning goals, instructional procedures and content based on curriculumR
S1/ ../ explains learning goals, concepts and processes clearly and accurately to learnersR
A00 ..0 give sufficient time to explain the lessons for clear understanding of the learnersR
Indicator 4.1.4 +inks the current content with past and duture lessons
At what level do I ...K1. ..1 understand interrelation of topics:content (ithin the subect area taughtR
S10 ..2 link the present subect matter content (ith the past and future lessonsR
A01 ..3 value the need to relate prior kno(ledge of learners (ith the present and future lessonsR
Indicator 4.1. Aligns with lesson ob'ectives the teaching ethods( learning activities and instructional
aterials or resources appropriate to learners
At what level do I ...
K1/ ..4 have the kno(ledge in designing lessons (ith congruent obectives, teaching methods, learning activities and materialsR
S11 ..5 teach lessons that have congruency of obectives, procedure, materials and evaluationR
A02 ..6 appreciate the value of aligning obectives (ith all the parts of a lessonR
Indicator 4.1.8 ,reates situations that encourage learners to use high order thinking skills
At what level do I ...
K10 ./7 understand the concept of critical thinking and the facets of understandingR
S12 ./. engage learners in activities that develop higher order thinking skillsR
A03 .// patiently motivate learners to develop higher order thinking skillsR
Indicator 4.1.9 Engages and sustains learners- interests in the sub'ect b! aking content eaningful and
relevant to the
At what level do I ...
K10 ./0 kno( strategies and materials that promote authentic learningR
ICT ./1 apply various appropriate strategies and:or technology to motivate 5 sustain learningR
A03 ./2 believe in relating classroom learning to real (orld expereincesR
Indicator 4.1.: Integrates relevant scholarl! works and ideas to enrich the lessons as needed
At what level do I ...
K10 ./3 update myself (ith relevant scholarly (orks and ideas related to my subect areaR
S12 ./4 integrate scholarly (orks and ideas to enrich the lesson for the learnersRA03 ./5 sho( enthusiasm and openness to ne( learningR
Indicator 4.1.; Integrates content of sub'ect areas with other disciplines
At what level do I ...
K10 ./6 kno( about other disciplines related to the subect ) am teachingR
S12 .07 integrate content of subect area (ith other disciplinesR
A03 .0. appreciate integrative mode of teachingR
S*rand 4. Cou!c#tes c$e#r $e#r!!3 3o#$s for the $esso!s th#t #re #ppropr#te for $e#r!ers
Indicator 4.2.1 Sets appropriate learning goals
At what level do I ...
K10 .0/ kno( the learning goals vis''vis specific subect content of the level ) am teachingR
S12 .00 set doable and appropriate daily learning goals for the learnersR
A03 .01 reflectively choose appropriate learning goalsR
Indicator 4.2.2 nderstand the learning goals
At what level do I ...
K10 .02 understand the connection of the short'term goals to the long'term goals of learningR
S12 .03 practice relating short'term goals to long term goals for learningR
A03 .04 value the learning goals set in the curriculumR
S*rand 42 M#9e 3ood use of #$$otted !structo!#$ te
Indicator 4.3.1 Establishes routines and procedures to axii#e instructional tie
At what level do I ...
K10 .05 understand the principles and procedure of maximi9ing instructional timeR
S12 .06 apply techniques of Mtime on taskM in planning and delivering lessonsR
A03 .17 observe discipline on time managementR
Indicator 4.3.2 /lans lessons to fit within available instructional tie
At what level do I ...
K10 .1. kno( the principles and techniques of lesson planning considering the allotted instructional time R
S12 .1/ design parts of the lesson (ithin available instructional timeR
A03 .10 h ffi i i th f ti t ff ti l tt i l i l R
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K10 .11 kno( the learning competencies in my learning areas in order to formulate appropriate instructional obectivesR
S12 .12 translate learning competencies into instructional obectivesR
A03 .13 sho( a reflective attitude in translating learning competencies to instructional obectivesR
Indicator 4.4.2 Selects' prepares' and utili+es technolo#y and other instructional materials appropriate to
the learners % learnin# ob5ectives
At what level do I ...
ICT .14 kno( various technology and instructional materials appropriate for my learning areaR
ICT .15 select and utili9e updated and appropriate technology:instructional materialsRICT .16 use appropriate technology resources to achieve curriculum standards and obectivesR
S12 .27 prepare adequate and appropriate instructional materials for the learners and the learning obectivesR
A03 .2. manifest resourcefulness in preparing instructional materialsR
Indicator 4.4.3 (rovides activities and uses materials which
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S12 .51 arrrange sequentially the learning units (ith reasonable time allotmentR
A03 .52 identify appropriate learning obectives, strategies, and accompanying materials in the planR
A03 .53 identify appropriate and varied assessment proceduresR
.54 sho( enthusiasm in sourcing materials "e.g. lesson plan packages# as guides for instructional planningR
Indicator .1.2 Implements instructional plan
At what level do I ...
K10 .55 kno( the factors for successful implementation of the instructional planR
A03 .56 adust the instructional plan to ensure attainment of obectivesR.67 appreciate the value of instructional planningR
Indicator .1.3 Demonstrates ability to cope with varied teachin# millieu
At what level do I ...
K10 .6. kno( the different teaching'learning situations that could affect the implementation of the instructional planR
S12 .6/ cope (ith varied teaching milieu:settingR
A03 .60 manifest openness to make necessary adustements to improve the instructional planR
S*rand 6. D%+%!o1# and u#%# a +ar$%*" o, a11ro1r$a*% a##%##'%n* #*ra*%g$%# *o 'on$*or
and %+a!ua*% !%arn$ng
Indicator .2.1 (repares formative and summative tests in line with the curriculum
At what level do I ...
K10 .61 kno( the principles and purposes of instructional assessment including formative and summative testingR
S12 .62 construct valid and reliable formative and summative testsR
A03 .63 appreciate the value of testing as a tool to improve instruction and learning performanceR
Indicator .2.2 -mploys non)traditional assessment techniues &portfolio'5ournals' rubric' etc.=
At what level do I ...
K10 .64 kno( the concepts, principles and strategies of non'traditional assessmentR
S12 .65 use appropriate non'traditional assessment techniquesR
A03 .66 value the use of non'traditional assessmentR
Indicator .2.3 Interprets and uses assessment results to improve teachin# and learnin#
At what level do I ...
K10 /77 kno( concepts, principles on interpretation and utili9ation of assessment resultsR
A03 /7. interpret and use test results to improve teaching and learningR
/7/ manifest fairness in the interpretation of test resultsRIndicator .2.4 Identi
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At what level do I ...
K10 //7 understand the role and responsibilities of parents in supporting school programs to enhance children*s learning progressR
S12 //. involve parents to participate in school activities that promote their children*s learning progressR
A03 /// establish rapport and a cooperative (orking relationship (ith parentsR
Do'a$n ; )OMM=NITY LINKAGES
S*rand ;( E#*a!$#&%# !%arn$ng %n+$ron'%n* *&a* r%#1ond *o *&% a#1$ra*$on o, *&% co''un$*"Indicator 8.1.1 Involves community in sharin# accountability for learners! achievement
At what level do I ...
K10 //0 kno( the programs, proects, and thrusts of DepEd on school'community partnershipR
S12 //1 involve the community in the programs, proects and thrusts of the schoolR
A03 //2 promote shared accountability for the learners* achievementR
Indicator 8.1.2 ,ses community resources &human' material= to support learnin#
At what level do I ...
K10 //3 kno( the various community resources available to enhance learningR
S12 //4 use available community resources "human, material# to support learningR
A03 //5 recogni9e community resources to support learningR
Indicator 8.1.3 ,ses community as a laboratory for learnin#
At what level do I ...
K10 //6 kno( strategies for experiential learning outside the classroomR
S12 /07 make use of the community as a laboratory for learningR
A03 /0. appreciate the (orld as a learning environmentR
Indicator 8.1.4 (articipates in community activities that promote learnin#
At what level do I ...
K10 /0/ kno( the teacher*s social responsibilityR
S12 /00 link (ith sectors for involvement in community (orkR
A03 /01 sho( enthusiasm in oining community activitiesR
Indicator 8.1. ,ses community networ"s to publici+e school events and achievements
At what level do I ...
K10 /02 kno( the dynamics of community net(orking and information disseminationR
S12 /03 communicate the school events:achievements through community net(orksR
A03 /04 share information on school events:achievements to the communityR
Indicator 8.1.8 -ncoura#es students to apply classroom learnin# to the community
At what level do I ...
K10 /05 kno( the social realities outside the classroom to make learning relevantR
S12 /06 provide learning activities ensuring their application to the communityR
A03 /17 sho( sensitivity to the needs of the communityR
Do'a$n < PERSONAL GROWTH AND PROFESSIONAL DE0ELOPMENT
S*rand
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K10 /20 update myself (ith recent developments in educationR
S12 /21 apply updated kno(ledge to enrich teaching practiceR
A03 /22 manifest openness to recent developments in educationR
Indicator 9.2.2 @in"s with other institutions and or#ani+ations for sharin# best practices
At what level do I ...
K10 /23 kno( of institutions and organi9ations (ith a goal to improve teaching practiceR
S12 /24 link (ith other institutions and organi9ations that are helpful to the teaching professionR
A03 /25 get involved in professional organi9ations and other agencies that can improve my teaching practiceR
S*rand %c*# on *&% %3*%n* o, *&% a**a$n'%n* o, 1ro,%##$ona! d%+%!o1'%n* goa!#Indicator 9.3.1 *e>ects on the uality of hisher own teachin#
At what level do I ...
K10 /26 kno( the techniques and benefits derived from theory'guided introspectionR
S12 /37 make a self assessment of my teaching competenciesR
A03 /3. desire to improve the quality of my teachingR
Indicator 9.3.2 Improves teachin# performance based on feedbac" from the mentor' students' peers'
superiors and others
At what level do I ...
K10 /3/ kno( the purposes and approaches in establishing an effective feedback systemR
S12 /30 actively seek feedback from a range of people to improve my teaching performanceR
A03 /31 manifest positive attitude to(ards comments:recommendationsR
Indicator 9.3.3 Accepts personal accountability to learners! achievement and performance
At what level do I ...
K10 /32 kno( my accountability and responsibilities to(ard students* learning performanceR
S12 /33 examine myself vis'a'vis my accountability for the learners and to the teaching professionR
A03 /34 accept my personal accountability to the learnersR
Indicator 9.3.4 ,ses self)evaluation to reco#ni+e and enhance one!s stren#th and correct one!s wea"nesses
At what level do I ...
K10 /35 kno( the concept and strategies for self'evaluationR
S12 /36 identify my strengths and (eaknesses as a person and as a teacherR
A03 /47 manifest determination to become a better person and teacherR
Automatic scorin# is enabled only after all items have been accomplished
-**6*
(lease chec" inputs. Ma"e sure that only one bo$ is tic"ed for every indicator.
our Scores will not be available until you complete the reuired items on the teacher pro
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H S F L
H S F L
H S F L
H S F L
H S F L
ure' #e
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H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
%r#
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
sheet
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S=MMARY OF RES=LTS ?N)BTS-TSNA@Teac!er<
Do'a$n D( D.
S*rand S.). S.)/ To*a! D( S/). S/)/ S/)0 S/)1 S/)2 To*a
No O, KSA# .2 0 .5 .7 .7 .1 .2 .7 2
HPS 37 ./ 4/ 17 17 23 37 17 /0
Ra8 Scor%
M%an Scor%
Scor%
INTERPRETATION BY DOMAIN C STRAND
Do'a$n and S*rand# Sc
D( Soc$a! R%gard ,or L%arn$ng
S.). Teac!er actions demonstrate 'alue &or learnin"
S.)/ emonstrates t!at learnin" is o& di8erent +inds and &rom di8erent sources
D. L%arn$ng En+$ron'%n*
S/). Creates an en'ironment t!at promotes &airnessS/)/ Ma+es t!e classroom en'ironment sa&e and conduci'e to learnin"
S/)0 Communicates !i"!er learnin" e9pectations to eac! learner
S.). S.)/ Total.
S/). S/)/ S/)0 S/)1 S/)2 Total/
S0). Total0
S1). S1)/ S1)0 S1)1 S1)2 S1)
7)77
.)77
Su''ar" o, TSNA
B" M%an Sca!% S
S*rand# C Do'a$n
M%an
Scor%
S.). S.)/ Total. S/). S/)/ S/)0 S/)1 S/)2 Total/ S0). Total0 S1). S1)/ S1)0 S1)1 S1)2
7B
.7B
/7B
07B
17B
27B
37B
47B
57B
67B
.77B
Su''ar" o, TSNA
B" Scor%
S*rand# and D
Scor%
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S4)/ (uilds pro&essional lin+s ?it! collea"ues to enric! teac!in" practice
S4)0 Reects on t!e e9tent o& t!e attainment o& pro&essional de'elopment "oals
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D understands and accepts t!e learners% di'erse :ac+"round +no?led"e
S1). emonstrates mastery o& t!e su:@ect
S1)/ Communicates clear learnin" "oals &or t!e lessons t!at are appropriate &or learners
S1)0 Ma+e "ood use o& allotted instructional time
S1)1 Selects teac!in" met!ods> learnin" acti'ities and t!e instructional materials
S1)2 Reco"nies "eneral learnin" processes as ?ell as unique processes o& indi'idual learners
S1)3 Promotes purposi'e study
S1)4 emonstrates s+ills in t!e use o& ICT in teac!in" and learnin"
S2). e'elops and utilies creati'e and appropriate instructional planS2)/ e'elops and uses a 'ariety o& appropriate assessment strate"ies to monitor
S2)0 Monitors re"ularly and pro'ides &eed:ac+ on learners% understandin"
S2)1 Communicates promptly and clearly to learners> parents and superiors a:out
S3). Esta:lis!es learnin" en'ironment t!at respond to t!e aspiration o& t!e community
S4). Ta+es pride in t!e no:ility o& teac!ers as a pro&ession
S4)/ (uilds pro&essional lin+s ?it! collea"ues to enric! teac!in" practice
S4)0 Reects on t!e e9tent o& t!e attainment o& pro&essional de'elopment "oals
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Ma9Score omain
37 .
./ .
17 /
17 /
23 /
37 /17 /
.75 0
.75 1
/1 1
/1 1
51 1
.3 1
.3 1
17 1
11 235 2
/1 2
/1 2
4/ 3
15 4
/1 4
15 4
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omain escription
. SOCIA$ REGAR JOR $EARNING
/ $EARNING ENIRONMENT
0 IERSITY OJ $EARNERS
1 C-RRIC-$-M
2 P$ANNING> ASSESSING AN REPORTING
3 COMM-NITY $INKAGES4 PERSONA$ GROFTH AN PROJESSIONA$ EE$OPMENT
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Teac!er $astName JirstName MI Sc!oolI Gender
7 7 7 7 7
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Grades YStart MStart En"E Mat!E ScienceE
Err
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P!ilE Ma+.E Ma+/E Ma+0E Ma+1E En"S Mat!S ScienceS
. 7 7 7 7 7 7 7
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P!ilS Ma+.S Ma+/S Ma+0S Ma+1S Ma@ore"
7 7 7 7 7
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Ma@orMast Ma@orP! Ma@orOt!er
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Sc!oolI Sc!oolName Re"ion i'ision
7 7 III D EASTERN Nort!ern Samar
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istrict Pu:Pri $e'el SPE CentMain
$AE*ARE Pu:lic Elementary 7 .
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Grad%# )onca*
S*r$1La#* Err
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Nort!ern Samar
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A$$EN (IRI
Ale@andro PS .//443 (a"on" Silan" ES .//467
Allen CS .//444 (asud ES .//46.
Ca:acun"an ES .//445 (IRI CES .//46/
Calarayan ES .//446 CAFAYAN ES .//460
Caputian PS .//457 $an"u:D$an"u: ES .//461Jrederic+ PS .//45. Macaret ES .//462
GuinDAra?ayan PS .//45/ Pal!u"an ES .//463
u:asan ES .//450 Sal'acion ES .//464
Kina"uitman ES .//451 San Antonio ES .//465
$a"undi ES .//452 Talisay Elementary Sc!ool .//466
$ipata ES .//453 Tampipi Elementary Sc!ool .//577
$ondres ES .//454 (IRI NHS =0==C
Pili ES .//455 SAN ANTONIO NHS =0=A
.//456
,LL+N N9S =0==;
C,B,C@NG,N N9S =0==
L,-, N9S =0=A/
Sta) Rita PrimarySc!ool
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(O(ON CAP-$
Acereda ES .//57. A"uin ES .//5.6
Arellano PS .//57/ Capul I CS .//5/7
(alatD(alud PS .//570 Capul Central II ES .//5/.
(o:on CS .//571 alaquit PS .//5//
Casapinitan PS .//572 iraya ES .//5/0ancalan elem)sc!ool .//573 u:an" ES .//5/1
E) uran Elementary Sc!ool .//574 $andusan ES .//5/2
) A) Santos PS .//575 Oson ES .//5/3
) P) $aurel II PS .//576 Sa"aoDSa?an ES .//5/4
) P) $aurel I ES .//5.7 San $uis ES .//5/5
Kalantiao PS .//5.. Sa?an" ES .//5/6
M) $) Lueon ES .//5./ Talu"aan PS .//507
R) Ma"saysay ES .//5.0 CAP-$ AGRO IN-STRIA$ SCHOO$ =0=C0
Sal'acion ES .//5.1 $AN-SAN NHS =0=
San Isidro ES .//5.2
Santander PS .//5.3
SOMOROY PS .//5.4
Tro@ello Elementary Sc!ool .//5.5
(O(ON SPC =0==
+L,D= -. B,L-+ 4S=F =0=C1
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CATARMAN I
B=CS=L +S ;//1C
C,B,9,N +S ;//1C,-,&4,N CS ;//1AC,-,&4,N S+D C+N-+& ;//1
LB+&- +S ;//11,-C@, +S ;//1K
S,L,C=N +S ;//1A0
S,N A@L,N +S ;//1A;
S,N ,SC@,L +S ;//1A/
CATARMAN NHS =0=C;
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CATARMAN II CATARMAN III
,G@N,LD= +S ;//1C= B,L@D +S ;K=00
B,B, +S ;//1CC BN=G +S ;//1=;C,-,&4,N CS ;//1C C,G*,B,C, +S ;//1=/C+&,N-+S +S ;//1CA C,L*G,NG +S ;//1==
G+4,&=B, S ;K=00; C@L,&4, S ;//1=CGL,L,N*,G,N +S ;//1C D,G,N,S +S ;//1=
4,BN +S ;//1C1 G+N. 4,L,& +S ;//1=
@+?=N +S ;//1CK G+N+&=S= &F 4+S ;//1=A
S=4=G+ +S ;//10 GB@L,NG,N +S ;//1=1
-,&@G,N S ;K=00/ G@B, S ;//1=K
-N=,&,N +S ;//1; 4,C,G-,S +S ;//1C0
-&,NG@+ +S ;//1/ N+ &?,L +S ;//1C;
,S9NG-=N +S ;//1= =LD &?,L +S ;//1C/
C+&,N-+S N9S =0=C,S9NG-"N N9S =0=1
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CATARMAN I CAT-(IG I
B,NG+&=9,N +S ;//1A= B=NG=G +S ;//1
C,B,NG,9,N S ;//1AC B=&NG S ;//1AC,,,N S ;//1A C,GB@GN, +S ;//1G,L@-,N +S ;//1AA C,G4,N,B, +S ;//11
9B,L,GN,N S ;//1A C,LNGN,N +S ;//1K94B,NG +S ;//1A1 C,N@C-,N +S ;//110
9N,-,D +S ;//1AK C,-@BG CS ;//11;
4+LD, +S ;//10 G@B@,NG,N +S ;//11/
4CNL+ +S ;//1; 9,&,,N +S ;//11=
N,?,&+N= S ;//1/ N=B@&,N +S ;//11C
=L,NG +S ;//1= &,,9,N +S ;//11
S,N SD&= +S ;//1C L+N=*,9,N +S ;//11A
C,,,N N9S =;=A0A 4,G*=NG=N +S ;//11
G,L@-,N N9S =0=C= 4,N+&NG +S ;//111
=L,NG N9S =0=0 ==NG +S ;//11K
. &+B,D@LL, +S ;//1K0
S,G@DS@&=N +S ;//1K;
-,NGB= +S ;//1K/
-=NG=DN=N S ;//1K=
+N, 4,&, S ;//1KC
C,-@BG ,LL+ N9S =0=CC
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CAT-(IG II GAMAY I
,N=NG= +S ;//1K ,N-= +S ;//K;
B=NF,C= +S ;//1KA C,B,&,S,N +S ;//K;KC,G@G@BNG,N +S ;//1K C,D,C*,N +S ;//K/09B@B@LL,= CS ;//1K1 G,4, CS ;//K/
9B@L= +S ;//1KK G,4, +,S- +S ;//K/A9N,G=N=,N +S ;//K00 G,4, +S- +S ;//K/
9-,,N +S ;//K0; LB+&-,D +S ;//K=0
LB=N +S ;//K0/ S,N ,N-=N= +S ;//K=
L@B+DC= +S ;//K0= ,N-= N9S =;=A0/
4,G-@,D +S ;//K0C G,L, =C. SC9==L =0=;
N,B@L= +S ;//K0 G,4, N9S =0=/N,G==C,N +S ;//K0A
N,9@LD +S ;//K0
=S,NG +S ;//K01
=S4+E, +S ;//K0K
&=,S +S ;//K;0
S,N ,N-=N= +S ;//K;;
S,N F&,NCSC= +S ;//K;/
S,N C+N-+ +S ;//K;=
S@L-,N +S ;//K;C
9B@B@LL,= N9S =0=CS,N C+N-+ N9S =;=A;
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GAMAY II $AOANG I
B,NG=N +S ;//K;A ,-=L= +S ;//K=A
B,-= +S ;//K; B,,NG +S ;//K=B=NF,C= +S ;//K;1 C,G,,S,N S ;//K=1C,D+,N +S ;//K/; C,L=4=-,N +S ;//K=K
C,G,4@-,N C+S ;//K// C,N=4,N,= S ;//KC0D,= +S ;//K/= +.A. D@L, +S ;//KC;
G 4 =S,S +S ;//K/C G.B. -,N S ;//KC/
G@B,NG,N +S ;//K/1 L,=,NG CS ;//KC=
9+N=G,+ +S ;//K/K &=4B,NG +S ;//KCC
L=N= +S ;//K=; S,NGC=L +S ;//KC
L@N+-, +S ;//K=/ S=N*=G +S ;//KCA
4,LD=NG +S ;//K== S@B, +S ;//KC
&?,L +S ;//K=C -N=BL,N +S ;//KCK
G= +S ;//K0
,,S +S ;//K;
$AOANG NTHS =0=A
S-(A NHS =;=A;0
IGO NHS =0=1A
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$AOANG II $AOANG III
,G@,D,9,N +S ;//K/ ,B,-=N +S ;//KAK
,&=G,NG, +S ;//K= B,=G +S ;//K0BN,-CL,N +S ;//KC B=B=L=S,N +S ;//K;C,B,D,NG,N +S ;//K B=NGL +S ;//K/
C,9,,G,N +S ;//KA B@&,B@D +S ;//K=C,ND,D +S ;//K C,B,GNG,N +S ;//KC
G,,SG,,S +S ;//K1 C,B,G=,N +S ;//K
N,4L,N +S ;//KK C,B@L,L=,N +S ;//KA
L,NG=B +S ;//KA0 C,GD,&,= +S ;//K
4,GS,S, +S ;//KA; C,NGC,9=S +S ;//K1
4,&@B, +S ;//KA/ C,-GB,N +S ;//KK
4@,LB@,L +S ;//KA= GB,-,NG,N S ;//K10
N,=-=C,N +S ;//KAC A@NC-=N +S ;//K1;
=N, S ;//KA L,,,N +S ;//K1/
,NGD,N +S ;//KA =L+&,S +S ;//K1=
4 G+-, 4+4=&,L C+S ;//KAA ,L4+&, S ;//K1C
-,N*,,N +S ;//KA1 &,S CS ;//K1
B,-,G N9S =0=== SB@N=- S ;//K1A
L,=,NG N9S =0= S4=&, +S ;//K1
S,L,C=N N9S =0=C -,LS, +S ;//KC1
4,&@B, N9S =0=A -,&@S,N S ;//K11C,9,,G,N N9S =0==1 ,B,B,N +S ;//K1K
&,S N9S =;=A0=
L, +&L, N9S =;=A;=C,-GB,N N9S =;=A;C
=L+&,S N9S =;=A/C
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$APINIG $AE*ARES I
Alan"Dalan" PS .//667 B,&B,D=N S ;K=00K
(a"acay Elementary Sc!ool .//66. B,S,G S ;K=00ACa!a"?ayan ES .//66/ B@NG, +S ;/=0KCan Maria ES .//660 C9,NSLL, S ;/=0A0
CanDomanio ES .//661 D,-,G +S ;/=0A;Imelda ES .//662 +N&@+-, +S ;/=0A/
$apini" CS .//663 L,+?,&+S CS ;/=0AC
$oDo+ ES .//664 LB+&-,D +S ;/=0AA
Ma:ini ES .//665 4,C,&-9@& +S ;/=0A
MayDi"ot ES .//666 4,C,&-9@& +S ;K=0;A
Palanas PS ./0777 4,LC=LC= +S ;/=0AK
Pio el Pilar ES ./077. S,N A=S+ +S ;/=0/
Poton" Elementary Sc!ool ./077/ S,N 4G@+L +S ;/=0C
L=&+N?= S. 4+N?=N ,S =0=K -==G +S ;/=0
POTONG NHS LL,9+&4=S, +S ;/=0K
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$AE*ARES II $AS NAAS I
B,LC@,-&= +S ;/=0 B@G-=S,N +S ;/=00C
B,N +S ;/=0A B@D +S ;/=00B,&=B,B, +S ;/=01 C,=-=,N S ;/=00,L@*,9,N +S ;/=0A= C@+NC= S ;/=00K
LB,S +S ;/=0A +, +S ;/=0;C4,GS,S, +S ;/=0A1 G+G@N-, +S ;/=0;A
4,&,LL, +S ;/=00 G@= +S ;/=0;
S,N ,G@S-N +S ;/=0; L +4=N +S ;/=0/;
S,N A@,N +S ;/=0= L,,ND@L, S ;/=0//
@&D,N+-, CS ;/=0A L,S N,,S CS ;/=0/=
LL, +S ;/=0 L=4,L,=G +S ;/=0/C
LL,FL=&+S +S ;/=01 L=N= +S ;/=0/
B,SL= B. C9,N 4,S =0=A; L=@&D+S +S ;/=0/A
4,&,LL, N9S =;=A/= 4,BN +S ;/=0/
4,4,&= +S ;/=0=0
4C*,&-9@& +S ;/=0/1
=S4+E, +S ;/=0=/
,C= +S ;/=0==
==N-=N +S ;/=0=C
&?,L +S ;/=0=1
&=,S +S ;/=0=K&@FN= +S ;/=0C0
S,G*=D S ;/=0C;
S,N ,ND&+S +S ;/=0C/
-,G,N*,,N +S ;/=0/
-,L=& +S ;/=0=C-=& +S ;/=0C
L,S N,,S N9S =0=A0
B@D N9S =;=A/0
-,L=& N9S =;=A/
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$AS NAAS II $OPE E EGA
B,L@G= +S ;/=00= (ay!o ES ./0757
B@L,= +S ;/=00A (oni&acio Elementary Sc!ool ./075.C,-=-=*=G,N +S ;/=001 Ca"Da"uin"ay PS ./075/D,D, +S ;/=0;0 Ca"Damisara" PS ./0750
D+L L,& +S ;/=0;; Curry Elementary Sc!ool ./0751D=L=&+S +S ;K=00= Ge:ona?an ES ./0752
+ +&+? +S ;/=0;/ General $una Elementary Sc!ool ./0753
+N=4,N +S ;/=0;= Gerati"an Primary sc!ool ./0754
F. &=BS +S ;/=0; Geti"o Elementary Sc!ool ./0755
9 A=L+A=L+ +S ;/=0;1 Hinaruna"an ES ./0756
9,NG +S ;/=0;K $ope e e"a Central Sc!ool ./0767
4+LD, S ;/=0/0 $o?er Cayna"a ES ./076.
4,GS,S, +S ;/=0/K Ma"!ipid ES ./076/
4,-+L,&,G +S ;/=0=; Ma"saysay Elementary Sc!ool ./0760
@+?=N +S ;/=0= Ne? Somoroy PS ./0761
@&N= +S ;/=0=A Old Somoroy PS ./0762
&+B=NG +S ;/=0= Osmea ES ./0763
S,N ,N-=N= +S ;/=0C= Pa"uite PS ./0764
S,N F+&N,ND= +S ;/=0CC Ro9as PS ./0765
S,N F&,NCSC= +S ;/=0C Sampa"uita PS ./0766
L,S N,,S CS ;/=0CA San Jrancisco PS ./0.77S,N SD&= S ;K=0;C San ose ES ./0.7.
S,N A=&G+ +S ;/=0C San Mi"uel Primary Sc!ool ./0.7/
S,N A=S+ +S ;/=0C1 -pper Cayna"a PS ;/=;0=
S,N 4G@+L +S ;/=0CK $OPE E EGA NHS =0=A=
S-=. -=4,S +S ;/=00-,G,B*&,N +S ;/=0;
S,N SD&= N9S (LN) =0=K
S,N 4G@+L N9S =;=A;A
D,D, N9S =;=A;K
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MAPANAS MONRAGON I
B@&G=S +S ;/=;0C D=E, L@C, +S ;/=;/;
A@B,S,N +S ;/=;0 FL=&4N, S ;/=;//4,GS,S, +S ;/=;0A 4+LD, +S ;/=;/C4,G-,=N +S ;/=;0 L, -&ND,D S ;/=;/
4,N,B,N, +S ;K=001 4,,L= +S ;/=;/A4,,N,S CS ;/=;01 4=ND&,G=N CS ;/=;/1
N,,&,S,N +S ;/=;0K S,N ,G@S-N +S ;/=;=;
,NG@D-,N +S ;/=;;0 S,N SD&= +S ;/=;==
@+?=N +S ;/=;;; S,N A@,N +S ;/=;=
S,N A=S+ +S ;/=;;/ S-,. C,-,LN, S ;/=;=A
SLA,G=N +S ;/=;;= L+=N,&D= 4. ,4G= N9 =;=A04a7anas N"rth S ;K=0; 4=ND&,G=N ,S =0=AA
S-,. =-+NC,N, +S ;K=0;;
SLA,G=N N9S =;=A04,,N,S ,S =0=AC
4,G-,=N N9S =;=A//
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MONRAGON II PA$APAG I
B,G,SB,S +S ;/=;;C B ,@N= +S ;/=;=1
B@G= +S ;/=;; B @B,L +S ;/=;=KC,BL,NG,N +S ;/=;;A BN, +S ;/=;C/C,G4,N,B, +S ;K=0;/ B@D +S ;/=;C=
C,9CS,N +S ;/=;; C,B,&,N +S ;/=;CCC,N,, S ;/=;;1 C,B,-@,N +S ;/=;C
C&S-,L 4-. +S ;/=;;K C,4+DC= S ;/=;C
D+ 4,&, +S ;/=;/0 4,B,&,S S ;/=;/
9N,B,NG,N +S ;/=;/= 4,N= +S ;/=;C
4&,D=& +S ;/=;/ 4,&,G,N= S ;/=;
N+N-, CS ;/=;/K 4,-,4B,G +S ;/=;A
&=,S +S ;/=;=0 N,= +S ;/=;K
S,N ,N-=N= +S ;/=;=/ ,L,,G CS ;/=;A/
S,N A=S+ +S ;/=;=C ,S@D +S ;/=;AC
-,L=L=&, S ;/=;= C,B,-@,N N9S =;=A0K
F.D=4NC+ N9S =0=0 S@4=&= ,S =0=1CN+N-, N9S =0=A1
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PA$APAG II PAM(-AN I
B,G,C, +S ;/=;C0 B@S, +S ;/=;AK
B,NG=N S ;/=;C; C,NA@4,D,L +S ;/=;=C,G*,NB=NG S ;/=;CA G,DG,,N +S ;/=;AC,N=NG9,N +S ;/=;C1 G=- +S ;/=;K
C,,C@A,N +S ;/=;CK 4,N,9, S ;/=;1;D=E, . G=&G=N, +S ;/=;0 ,4B@A,N CS ;/=;1/
A,NG-@D +S ;/=;; S,N &,4=N +S ;/=;1C
4,N,A,= +S ;/=;= ,4B@A,N N9S =0=AK4=NB=N +S ;/=;
N,GB=B-,C +S ;/=;1
N,-,= +S ;/=;A0
=S4+E, +S ;/=;A;
,NG,NG S ;/=;A=
S,NG, +S ;/=;A
S4=&, +S ;/=;AA
SN,L,&,N +S ;/=;A
-N,4= +S ;/=;A1
C,,C@A,N N9S =0==K
A,NG-@D N9S =;=A01
,NG,NG N9S =;=A;;
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PAM(-AN II ROSARIO
BG. @N= +S ;K=0;= ,G@,D, +S ;/=;11
C,B,B-=*,N +S ;/=;0 B,N-=LN,= +S ;/=;1KC,GBG,A= +S ;/=;; B@+N,S-, +S ;/=;K0C,4,&,NG, +S ;/=;/ G@ND,@L,N +S ;/=;K;
D=N S-= B,L,NG@- S ;/=;C A,4=*=G +S ;/=;K/D=E, ,N+C-, S ;/=; ,LNG,N +S ;/=;K=
G,&,,N +S ;/=;1 LG,, +S ;/=;KC
N,N,9,,N +S ;/=;10 &F -=B+S 4+4. +S ;K=00C
,4B@A,N CS ;/=; &=S,&= CS ;/=;K
,NN&=NG,N +S ;/=;1= S,L9,G +S ;/=;KA
S+N=N=G,N +S ;/=;1 B@+N,S-, N9S =0==A-@L, +S ;/=;1A &=S,&= N9S =0==
N,G@N,,N +S ;/=;1 G@ND,@L,N N9S =;=A/A
S,N &=@+*,4B@A,N =0=1;?=L= L. L=B=S N9S =;=A/;
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SAN ANTONIO SAN ISIRO
B@&,B=D +S ;/=;K ,L+G&, +S ;/=/0A
D,L@&- +S ;/=;K1 B@+N,S-, +S ;/=/0+G,NG +S ;/=;KK C,B,L, S ;/=/014,N&,, +S ;/=/00 C,GL,N,= +S ;/=/0K
L,& +S ;/=/0; 9, ,LL+ +S ;/=/;0&?,L +S ;/=/0/ 4,B@9, +S ;/=/;;
S,N ,N-=N= CS ;/=/0= ,L,N- +S ;/=/;/
S,N NC=L,S +S ;/=/0C S,L,C=N +S ;/=/;=
NS-,9,N +S ;/=/0 S,N SD&= CS ;/=;1/
S,N ,N-=N= ,S =0= S,N A@,N +S ;/=/;
S,N &=@+ +S ;/=/;A
S++N 9LLS +S ;/=/;
S-=. NE= S ;/=/;1
+&,-= +S ;/=/;K
,L+G&, N9S =0==0
S,N SD&= ,S =0=S,N SD&= N9S (S) =0=1
+&,-= N9S =;=A0;
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SAN OSE SAN ROL-E
,G@,D,9,N +S ;/=//0 B,LN,S,N +S ;/=/=/
B,G=NGS,B,NG +S ;/=//; B,L@D +S ;/=/==B=NGL,S S ;/=/// B,N-,,N +S ;/=/=CD,= +S ;/=//= C=&=C=N=G +S ;/=/=
G+NG,&=G S ;/=// D,L+ +S ;/=/=AG+&,-,G +S ;/=//C GN,GD,N,N +S ;/=/=1
L,@9,N +S ;/=//A L,=*,NG,N +S ;/=/=K
4,ND@G,NG +S ;/=// L,,,N S ;/=/C0
. -NG?=N +S ;/=//1 L@B=G S ;/=/C;
S,N A=S+ CS ;/=//K L@C+&= 9+G9-S S ;/=/C/
S,N L=&+N?= +S ;/=/=0 4,L=B,G= +S ;/=/C=
-@BGD,N,= +S ;/=/=; ,GS,NG*,N +S ;/=/CC
S,N A=S+ -+C9.9S =0=10 S,N &=@+ CS ;/=/C
B,N-,,N N9S =;=A0CD=N A@,N F. ,,L=N N9S =0=CA
4,L=B,G=*,GS,NG9,N N9 =;=A;/
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SAN ICENTE SI$INO $-(OS
4,&,G,- +S ;/=/CA B,L@D S ;/=/;
S,N C+N-+ CS ;/=/C C,B,B,=G,N +S ;/=//S,NG@-,N +S ;/=/C1 C,B=NG,*,N +S ;/=/=SL, +S ;/=/CK C,GD,= S ;/=/C
-,&N,-+ +S ;/=/0 C,G9L=- +S ;/=/C,4,NGG,&,N S ;/=/A
4=NG=LB=NG=L N9S =0=A C,4,,,N S 12325$
S,N C+N-+ SF =0=1/ D+- D+ S@B, +S ;/=/1
D+- D+ -@&,G S ;/=/K
G+B=L,NG,N +S ;/=/A;
G+B=N,,N S ;/=/A0
GG@4-,N S ;/=/A/
GCB=,N S ;/=/A=
GN,G,S,N +S ;/=/AC
G,&,,N D+ -@&,G +S ;/=/A
G@S,&,N S ;/=/AA
4+LD, S ;K=0;0
S,N SD&= S ;/=/A
SLN= L=B=S CS ;/=/A1
C-=& +S ;/=/AK
SLN= L@B=S 9S =0=1=
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ICTORIA
,C+DLL= +S ;/=/0
B@+N,S@+&-+ +S ;/=/;B@+N=S ,&+S +S ;/=//C=L,B*=G +S ;/=/=
+&+N,S +S ;/=/CG=N?,G, +S ;/=/
LB+&-,D +S ;/=/A
L@S-, +S ;/=/
L@NGB +S ;/=/1
4,LL, +S ;/=/K
,S,B@+N, +S ;/=/10
S,N L,?,&= +S ;/=/1;
S,N 4G@+L +S ;/=/1/
S,N &=4,N +S ;/=/1=
C-=&, CS ;/=/1C
C-=&, N9S =0=1