Introduction

NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT

Background

The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basic education. These policy reforms are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort already started. This package of policy reforms is referred to as the Basic Education Sector Reform Agenda (BESRA).

One key element in the reform agenda is the establishment of the National Competency-Based Teacher Standards (NCBTS). This is a framework that establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to appreciate the complex set of behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their roles and responsibilities

In response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the NCBTS-Teachers' Strengths and Needs Assessment (TSNA) was developed and validated through the AusAID-funded Project STRIVE (Strengthening the Basic Education in the Visayas), in coordination with the EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-TWG (Teacher Education Development Program-Technical Working Group at the national level.

This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resource materials, structured learning session guides, manual for administration, scoring and interpretation, hard copy and e-versions of the tool and the monitoring and evaluation scheme and tools for the implementation of the NCBTS-TSNA.

THE TSNA SYSTEM FRAMEWORK

The Teachers Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of quality professional development programs that are aligned to the needs of the programs clientele. The TSNA determines the differences between the actual situation (what is) and the desired condition (what should be) in terms of teachers competencies within the department. In this NCBTS-TSNA the actual situation is described the current competencies as perceived by the teacher. The profile of the teachers current competencies is compared to the NCBTS standards for effective teaching. This TSNA, therefore, identifies the competency strengths as well as the gap between the expected and the current teachers competencies in terms of Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and performance indicators of the NCBTS.

The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effective Teaching) is actually done by analyzing nationally set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED Central Office and Regional Offices are tasked to do this phase of the TSNA process. Phase II (Teacher Trainee Analysis) is the instrumentation to determine the current teacher competency levels in KSA terms which is done by the individual teacher at the school level. Phase III (Strength-Need analysis) is the analysis of the strengths and discrepancies between the standards set and the current teachers data on their competencies which is carried out at the school, cluster, District or Division level for their respective purposes related to teacher training/development.

An important aspect of the TSNA process is the utilization of its results that will serve as inputs in the preparation of Individual Plan for Professional Development Plan (IPPD) and in designing programs and activities for teachers at the school, division and regional levels. The consolidated TSNAs at the school, division and regional level inform the school improvement plan (SIP), Division Development Plan (DEDP) and the Regional Development Plan (REDP), with respect to the plans for professional development at the school, division and the regional levels.

When established, the TSNA system ensures that teachers routinely use CBTS in making self-assessments of their current practices to identify their individual development needs, and that school heads, division and regional offices also routinely use CBTS in identifying teacher performance factors that affect school-wide learning outcomes (BESRA PIP, 2006 Version (PIP V.1, p. 21).

Purpose of the NCBTS-TSNA In order to realize the commitment to provide quality basic education through the Key Result Thrust (KRT2) of BESRA emphasizing the Professional Development of Teachers, the TSNA is conducted to gather data on the needs of teachers for their continuing training and development.

Specifically, the TSNA intends to:

1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis--vis the standards set by the NCBTS in each of the seven domains and 23 strands: 1.1. Social Regard for Learning 1.2. Learning Environment 1.3. Diversity of Learners 1.4. Curriculum 1.5. Planning, Assessing and Reporting 1.6. Community Linkages 1.7. Personal Growth and Professional Development

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

Expected Outputs

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

A. At the individual level: An Individual Teacher Scoring Template that contains TSNA results indicating the strengths and training needs in each of the seven domains and 23 strands. B. At the school level: Consolidated TSNA results that reflect the general strengths and learning needs of the teachers in the school

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

The NCBTS and the KSAs Developed for the TSNA

The TSNA tool is anchored on the NCBTS Framework set by the Department of Education. This contains seven integrated domains for effective teaching which are: Domain 1Social Regard for Learning; Domain 2Learning Environment; Domain 3Diversity of Learners; Domain 4Curriculum; Domain 5 Planning, Assessing and Reporting; Domain 6Community Linkages; and Domain 7Personal Growth and Professional Development. Each domain has its corresponding strands and each strand has performance indicators. A total of seven domains, 23 strands and 80 performance indicators make up the NCBTS competency standards set by the DepED.

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

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

Domain 1: Social Regard for Learning................................. S=2 P= 5 KSA= 18Domain 2: Learning Environment........................................ S=5 P=17KSA=59Domain 3: Diversity of Learners..S=1P=8KSA=27Domain 4: CurriculumS=7P=22KSA=78Domain 5: Planning, Assessing and Reporting S=4P=12KSA=40Domain 6: Community LinkagesS=1P=6KSA=18Domain 7: Personal and Professional Growth S=3P=10KSA=30Total ..S=23P=80KSA=270

School-Based Implementation of the TSNA

A. Orientation of School Heads on the NCBTS and the TSNAThe principle of school-based management empowers the School Heads to provide instructional leadership and therefore they must be aware of the framework of the NCBTS that defines the concept of effective teaching. One of the ways by which School Heads can support the professional development of the teachers is when they have the first-hand information about the training needs of teachers. The NCBTS-TSNA tool intends to identify specific training needs of teachers, thus the School Heads and Schools Supervisors need to be knowledgeable of the features of the tool and its proper administration and results utilization.

The orientation should therefore, involve clusters of School Heads with their respective NCBTS School Coordinators from Leader Schools and District Supervisors within each Division. The designation of the NCBTS school coordinator is upon the discretion of the School Head taking into consideration the criteria outlined in the Orientation Guide contained in the NCBTS-TSNA Package.

The NCBTS-TSNA package has been designed for knowledge building and advocacy on the NCBTS and for the transfer of the technology to conduct TSNA at the school level. The package provides the participants with: (a) a deeper understanding of the NCBTS framework, the meaning of the domains, strands, and performance indicators, and the identification of the KSAs; (b) familiarity with the content of the TSNA tool and its proper administration to assist schools in the conduct of TSNA.

B.Schools-Cluster TSNA Implementation

Schools within the Division are expected to form clusters. Each cluster should designate a Leader School. Leader School Heads and their respective NCBTS Coordinators become the Implementers of the TSNA across the schools within their clusters. School Heads from within each cluster are convened to go through parallel knowledge building and to conduct the TSNA for their own teachers. The District Supervisors will take the role of guiding and monitoring the TSNA system and procedures within the cluster or district.

InstructionsGETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL

The TSNA Tool is a self-assessment exercise that is introduced by the School Head/NCBTS Coordinator through an orientation process in order for the teacher-respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format (Excel) is contained on a compact disk (CD) with an auto-scoring system. Each teacher may be given an individual CD or may respond to the TSNA tool from a file installed on a common computer. It takes an average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains with corresponding strands and performance indicators are electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the instrument.Self-Administration of the TSNA ToolA. The TSNA ResponsesThe instrument contains clusters of KSAs specific to a particular performance indicator with a common stem: At what level do I Considering that the NCBTS-TSNA tool is intended for self-assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. High (H), Satisfactory (S), Fair (F), and Low (L).

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

CodeInterpretationH My level of competence in the KSA is high. This is my strength, although not a priority training & development need.(High)SMy level of competence in the KSA is satisfactory but I would benefit from further training & development(Satisfactory)FMy level of competence in the KSA is fair and I need further training & development as a priority. (Fair)LMy 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: "Teacher Profile" - pink-colored tab and a data-entry form for teacher respondent's personal and professional data "Self-Assessment" - green-colored tab is the TSNA instrument "Summary" - yellow-colored tab displays the result of assessment after all TSNA items have been accomplished

1. Fill in the Teacher Profile. Data provided here shall feed into the Human Resource Information System of DepEd 2. After completing the Teacher Profile, proceed to the Self-Assessment Worksheet by clicking on the "Self Assessment" tab 3. In the Self Assessment worksheet, click on the appropriate checkbox that corresponds to your answer for each KSA 3.1 As a checkbox is ticked, the row color turns blue indicating that the response/answer is accepted 3.2 When more than one answer is provided for one KSA, the row color turns red indicating an erroneous answer Only one answer must be provided for each KSA, hence only one checkbox ticked.

4. Upon successfully completing all items, message "Click Summary Worksheet to view results" is displayed. Click Summary Worksheet to view interpretation of assessment results. Note : Automatic scoring is not enabled when any one of the items in the worksheet has not been answered and/or two answers were provided for one KSA. In this case, the message "ERROR" is displayed. Review answers giving special attention to red and grey colored rows. Interpreting and Consolidation of the TSNA Profiles

TSNA results may be interpreted using the scale scores or the percentage scores. Upon completion of the NCBTS-TSNA Tool, an obtained score whether an average of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart below. A score to be interpreted may either be an average of a particular domain, or a strand or a specific performance indicator as the case may be.

RangeLevel of Teaching CompetenceScale scores% Scores3.51-4.0087.51% - 100%Expert. Very competent and can support other teacher's improvement2-51-3.5062.51% - 87.50%Experienced. Competent in the KSA but would benefit from further training and development1.51-2.5037.51% - 62.50%Developing. Fairly competent in KSA and need further training and development1.00-1.5025.00% - 37.50%Beginning. Lacking competence in KSA and require urgent training and development

The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and strengths along these dimensions may also be inferred from the TSNA results. 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 IPPDsThe TSNA Individual Profile is used for the development of the teachers IPPD. The identified learning needs therein are appraised by the teacher while taking into consideration the priorities set by the school for its future development. It is important that the teachers develop themselves in order to contribute towards addressing the most urgent needs and the priorities identified by the school. The IPPD is therefore prepared by the teachers to identify their training needs in line with their own priorities and those of the school. A separate document has been developed detailing the concepts and procedures related to the preparation of IPPDs.

Teacher ProfileTeacher Profile

www.adb.org

I. PERSONAL DATA

1.Family Name (Last name)First NameMiddle Name

2.Gender3.Civil Status3.Employee No.

4.Date of Birth5.Place of BirthMMDDYYYY

6.Contact Address (City/State/Country)

PhoneFaxZip CodeE-mail

7.Region8.Division9.District

10.School Name 11. School ID12.School TypeFALSEPublicFALSEPrivateElementary : FALSEMonogradeFALSECentral12.School AddressFALSEMultigradeFALSENon-CentralFALSESPEDSecondary:FALSEGeneralFALSEMain13.Start Date of Teaching Service (YYYY-MM)FALSESpecial ScienceFALSETechVoc-FALSEExtensionFALSENight14.Subject Area Concentration:FALSESPEDElem: FALSEEnglish FALSEMathScienceFALSEScienceFALSEPilipinoFALSEMakabayanSec : FALSEEnglish FALSEMathScienceFALSEScienceFALSEPilipinoFALSEMakabayan

II. EDUCATIONAL ATTAINMENT

DegreeMajorSchoolInclusive PeriodUnitsHonors ReceivedmmddyymmddyyMajorMaster'sDoctoralOthers

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

Position Subjects TaughtGrade/Yr School mmmddyymmddyy

(Please use additional sheet if necessary)

IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)

TitleSubjects AreaNo. of HoursLevelRoleSponsoring Agency

V. SCHOLARSHIP/GRANTS RECEIVED

Inclusive DatesTitleSponsoring Agencymmddyymmddyy

VI. OTHER QUALIFICATIONS

32.I certify that the statements made by me in answer to the foregoing questions are true, complete and correct to the best of my knowledge and belief.

Date:Signature:

N.B.

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

Self AssessmentNCBTS-TSNA Self Assessment Tool

Domain 1SOCIAL REGARD FOR LEARNING

Strand 1.1Teacher actions demonstrate value for learningIndicator 1.1.1 Implements school policies and proceduresAt what level do I ...HSFL0K11know school policies and procedures?FALSFALSEFALSEFALSE00K22understand school operations?FALSFALSEFALSEFALSE00S13implement policies and procedures ?FALSFALSEFALSEFALSE00S24communicate policies and procedures to students, parents and other concerned persons?FALSFALSEFALSEFALSE00A15abide by the school policies and procedures?FALSFALSEFALSEFALSE00Indicator 1.1.2Demonstrates punctuality At what level do I ...HSFL0K36possess awareness on the implementation of "time on task" in all responsibilities?FALSFALSEFALSEFALSE00S37demonstrate punctuality in accomplishing expected tasks and functions?FALSFALSEFALSEFALSE00A28model the value of punctuality?FALSFALSEFALSEFALSE00Indicator 1.1.3Maintains appropriate appearance At what level do I ...HSFL0K49know decorum i.e. dress code, behavior of teachers?FALSFALSEFALSEFALSE00S410practice decorum in all occasions?FALSFALSFALSEFALSE00A311value decorum expected of teachers?FALSFALSEFALSEFALSE00Indicator 1.1.4Is careful about the effect of one's behavior on studentsAt what level do I ...HSFL0K512understand the theoretical concepts and principles of social learning?FALSFALSEFALSEFALSE00S513show appropriate behavior even during unguarded moments?FALSEFALSEFALSEFALSE00S614apply knowledge on social learning in dealing with students?FALSEFALSFALSEFALSE00A415consider the influence my behavior has on students?FALSEFALSEFALSEFALSE00Strand 1.2Demonstrates that learning is of different kinds and from different sourcesIndicator 1.2.1 Makes use of various learning experiences and resourcesAt what level do I ...HSFL0K616know a range of sources through which social learning may be experienced?FALSEFALSFALSEFALSE00S717use information from a variety of sources for learning (e.g. family, church, other sectors of the community)?FALSEFALSEFALSEFALSE00A518appreciate that students learn through a range of different social experiences?FALSEFALSEFALSFALSE00Domain 2LEARNING ENVIRONMENT Strand 2.1Creates an environment that promotes fairnessIndicator 2.1.1 Maintains a learning environment of courtesy & respect for different learners (e.g.ability, culture, gender)At what level do I ...HSFL0K719understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, family background and gender)?FALSFALSEFALSEFALSE00S820maintain a learning environment that promotes courtesy and respect for all learners?FALSEFALSFALSEFALSE00A621show courtesy and respect to everyone at all times?FALSEFALSFALSEFALSE00Indicator 2.1.2Provides gender-fair opportunities for learningAt what level do I ...HSFL0K822understand the objectives, principles and strategies for Gender and Development (GAD)?FALSFALSFALSEFALSE00S923provide gender fair learning opportunities?FALSEFALSFALSFALSE00A724uphold gender sensitivity in my dealings with learners and others?FALSEFALSEFALSEFALSE00Indicator 2.1.3Recognizes that every learner has strengthsAt what level do I ...HSFL0K925understand the psychological foundations of learner's growth and developmentFALSFALSEFALSFALSE00K1026knows about potentialities and uniqueness of individual learners?FALSFALSEFALSEFALSE00S1027provide learning activities that allow all learners to reach their full potential?FALSFALSFALSEFALSE00A828recognize leraner's individual potentials and strengths?FALSEFALSEFALSEFALSE00Strand 2.2Makes the classroom environment safe and conducive to learningIndicator 2.2.1 Maintains a safe and orderly classroom free from distractionsAt what level do I ...HSFL0K1129know the principles of classroom management, room structuring and safety measures?FALSFALSEFALSEFALSE00S1130maintain a safe, clean and orderly classroom free from distractions?FALSFALSEFALSEFALSE00A931show concern for a safe and conducive learning environment?FALSFALSEFALSFALSE00Indicator 2.2.2Arranges challenging activities in a given physical environmentAt what level do I ...HSFL0K1232know various challenging activities that can be adapted in any given physical environment?FALSFALSEFALSEFALSE00S1233conduct challenging learning activities despite physical environment constraints?FALSFALSEFALSEFALSE00A1034show enthusiasm to conduct learning activities in any given situation?FALSFALSFALSEFALSE00Indicator 2.2.3Uses individual and cooperative learning activities to improve capacities of learners for higher learningAt what level do I ...HSFL0K1335understand the importance and dynamics of both individual and cooperative learning?FALSFALSEFALSEFALSE00K1436know varied strategies for individual and cooperative learning?FALSFALSEFALSEFALSE00S1337balance the use of individual and cooperative learning activities?FALSFALSEFALSEFALSE00A1138see the value in creating individual and cooperative learning activities?FALSFALSEFALSEFALSE00Strand 2.3Communicates higher learning expectations to each learnerIndicator 2.3.1Encourages learners to ask questionsAt what level do I ...HSFL0K1539know the art of questioning and different techniques of asking higher order questions?FALSFALSFALSEFALSE00S1440provide opportunities for learners to ask questions?FALSFALSEFALSEFALSE00S1341ask questions that stimulate critical and creative thinking among learners?FALSFALSFALSEFALSE00A1142show an accepting response/gesture in dealing with questions of learners?FALSFALSEFALSEFALSE00Indicator 2.3.2Provides learners with a variety of learning experienceAt what level do I ...HSFL0K1643know various strategies that elevate students' level of learning?FALSFALSEFALSEFALSE00S1644provide learners with variety of experiences that enhance learning? FALSFALSEFALSEFALSE00A1345willingly provide learners with a variety of challenging learning activities?FALSFALSEFALSEFALSE00Indicator 2.3.3Provides varied enrichment activities to nurture the desire for further learningAt what level do I ...HSFL0K1746understand how enrichment activities enhance the learners' desire to learn?FALSFALSEFALSEFALSE00K1847know ways of motivating the learners to learn further and more effectively?FALSFALSEFALSEFALSE00S1748facilitate varied enrichment activities that are interesting for further learning?FALSFALSEFALSEFALSE00A1449show diligence in making enrichment materials?FALSFALSEFALSEFALSE00Indicator 2.3.4Communicates and maintains high standards of learning performanceAt what level do I ...HSFL0K1950know the implications of achieving high standards of learning performance for total human development?FALSFALSEFALSEFALSE00S1851help learners maintain high standards of learning?FALSFALSEFALSEFALSE00A1552inspire learners to set high performance targets for themselves?FALSFALSEFALSEFALSE00Strand 2.4Establishes and maintains consistent standards of learners' behaviorIndicator 2.4.1Handles behavior problems quickly and with due respect to children's rightsAt what level do I ...HSFL0K2053understand the rights and responsibilities of the child as embodied in different laws, e.g. RA 7610, PD 603?FALSFALSEFALSEFALSE00K2154know behavior management techniques for learners with behavioral problems?FALSFALSEFALSEFALSE00S1955identify learners with behavioral problems?FALSEFALSEFALSFALSE00S2056employ appropriate procedures and actions consistently when dealing with learners with behavioral problems?FALSFALSFALSEFALSE00A1657show a compassion and caring attitude in managing behavior problems?FALSEFALSFALSEFALSE00Indicator 2.4.2Gives timely feedback to reinforce appropriate learners' behaviorAt what level do I ...HSFL0K2258know the concept, importance and techniques of social reinforcement?FALSEFALSEFALSEFALSE00S2159provide timely and appropriate reinforcement on learners' behavior?FALSFALSEFALSEFALSE00A1760believe that positive reinforcement leads to improved learner behavior?FALSFALSEFALSEFALSE00Indicator 2.4.3Guides individual learners requiring development of appropriate social and learning behaviorAt what level do I ...HSFL0K2461understand the learners' social development stages?FALSFALSEFALSEFALSE00K2562know different strategies that enhance learners' social development?FALSFALSEFALSEFALSE00S2263use varied teaching-learning strategies that make use of social interaction?FALSFALSEFALSEFALSE00A1864show patience in managing different social and learning activities?FALSFALSEFALSEFALSE00Indicator 2.4.4Communicates and enforces school policies and procedures for appropriate learner behaviorAt what level do I ...HSFL0K2665know DepED/school policies and procedures on student discipline?FALSEFALSEFALSFALSE00S2366communicate and enforce policies and procedures related to students behavior?FALSFALSEFALSEFALSE00A1967commit to enforcing school policies and procedures?FALSEFALSEFALSEFALSE00Strand 2.5Creates a healthy psychological climate for learningIndicator 2.5.1Encourages free expression of ideas from studentsAt what level do I ...HSFL0K2768know the concepts and principles of democratic expression of ideas?FALSFALSEFALSEFALSE00S2469provide activities that will encourage respect and free expresssion of ideas?FALSFALSEFALSEFALSE00A2070encourage learners to express their ideas freely and responsibly?FALSEFALSEFALSFALSE00Indicator 2.5.2Creates stress-free environmentAt what level do I ...HSFL0K2871know the the elements and importance of establishing a stress-free learning environment?FALSFALSEFALSEFALSE00S2572manage conflicts and other stress-related situations?FALSFALSFALSEFALSE00S2673initiate and create programs (e.g. child-friendly school system) and activities that promote stress-free environment?FALSFALSEFALSEFALSE00A2174get involved in advocacy activities that create a stress-free environment?FALSFALSEFALSEFALSE00Indicator 2.5.3Takes measures to minimize anxiety and fear of the teacher and/or subjectAt what level do I ...HSFL0K2975know about child-friendly teaching strategies?FALSFALSFALSEFALSE00S2776encourage learners to develop a positive attitude towards their subject and teacher?FALSFALSEFALSEFALSE00A2277let my students feel they are accepted?FALSEFALSFALSEFALSE00

Domain 3DIVERSITY OF LEARNERSStrand 3.1Determines, understands and accepts the learners' diverse background knowledge and experienceIndicator 3.1.1Obtains information on the learning styles, multiple intelligences and needs of learnersAt what level do I ...HSFL0K3078understand the theories and concepts of multiple intelligences and learning styles?FALSFALSEFALSEFALSE00S2879identify learning styles and multiple intelligences of learners?FALSFALSEFALSEFALSE00A2380show diligence in obtaining information on different learning needs?FALSFALSEFALSEFALSE00Indicator 3.1.2Designs or selects learning experiences suited to different kinds of learnersAt what level do I ...HSFL0K3181know techniques and strategies in designing/selecting activities for varied types of learners?FALSFALSEFALSEFALSE00S2982utilize varied activities for various types of learners?FALSFALSEFALSEFALSE00A2483show respect and concern for individual differences of students?FALSFALSEFALSEFALSE00Indicator 3.1.3Establishes goals that define appropriate expectations for all learnersAt what level do I ...HSFL0K3284understand the requirements in setting goals for differentiated learning?FALSFALSEFALSEFALSE00S3085utilize differentiated activities to meet expected learning goals of learners?FALSFALSFALSEFALSE00S3186assist learners in setting learning goals for themselves?FALSFALSFALSEFALSE00A2587appreciate the need to consider the differences in experiences and capabilities of learners?FALSFALSFALSEFALSE00Indicator 3.1.4Paces lessons appropriate to needs and difficulties of learnersAt what level do I ...HSFL0K3388know teaching principles and strategies for addressing learners' needs and difficulties?FALSFALSEFALSEFALSE00S3289pace lessons according to learners' needs and difficulties? FALSFALSEFALSEFALSE00A2690show flexibility in pacing lessons to support the needs of the learners?FALSFALSEFALSEFALSE00Indicator 3.1.5Initiates other learning approaches for learners whose needs have not been met by usual approachesAt what level do I ...HSFL0K3491have the knowledge on teaching principles and strategies for students-at-risk ?FALSFALSEFALSEFALSE00S3492keep track of students at risk?FALSFALSEFALSEFALSE00S3593provide appropriate intervention programs for learners-at-risk?FALSFALSEFALSEFALSE00A2794appreciate the need to help students-at-risk?FALSFALSEFALSEFALSE00Indicator 3.1.6Recognizes multi-cultural background of learners when providing learning opportunities At what level do I ...HSFL0K3595know the cultural background of my students and its implications to my teaching?FALSFALSFALSEFALSE00S3696provide appropriate learning activities to students with different cultural background?FALSFALSFALSEFALSE00A2897show appreciation for cultural diversities?FALSFALSFALSEFALSE00Indicator 3.1.7Adopts strategies to address needs of differently-abled students?At what level do I ...HSFL0K3698know the educational psychology of learners with special needs?FALSFALSEFALSFALSE00S3799use appropriate strategies for learners with special needs?FALSFALSEFALSEFALSE00A29100show sensitivity to learners with special needs?FALSFALSEFALSEFALSE00Indicator 3.1.8Makes appropriate adjustments for learners of different socio-economic backgroundsAt what level do I ...HSFL0K37101understand the effects of socio-economic status on learning performance?FALSFALSFALSEFALSE00S38102determine the different socio-economic background of trainers?FALSFALSEFALSEFALSE00S39103use techniques to motivate learners of the lower socio-economic status?FALSFALSEFALSEFALSE00A30104show fairness to all learners regardless of their economic status?FALSFALSEFALSEFALSE00

Domain 4CURRICULUMStrand 4.1Demonstrates mastery of the subjectIndicator 4.1.1Delivers accurate and updated content knowledge using appropriate methodologies,approaches and strategiesAt what level do I ...HSFL0K38105have an updated content knowledge and teaching strategy in my subject area?FALSEFALSEFALSEFALSE00S40106apply the updated content and appropriate strategies in my teaching?FALSEFALSEFALSEFALSE00A31107commit to deliver accurate and updated content knowledge?FALSFALSEFALSEFALSE00Indicator 4.1.2Integrates language, literacy and quantitative skill development and values in his/her subject areaAt what level do I ...HSFL0K39108have knowledge about multi-disciplinary integrative modes and techniques of teaching?FALSFALSEFALSEFALSE00S41109use multi-disciplinary integrative modes and techniques of teaching the subject area?FALSEFALSEFALSEFALSE00A32110support the integration of language, literacy, skill development and values in the learning activities?FALSEFALSEFALSEFALSE00Indicator 4.1.3Explains learning goals, instructional procedures and content clearly and accurately to studentsAt what level do I ...HSFL0K40111possess in-depth understanding of the subject area's learning goals, instructional procedures and content based on curriculum?FALSFALSEFALSEFALSE00S42112explains learning goals, concepts and processes clearly and accurately to learners?FALSFALSEFALSEFALSE00A33113give sufficient time to explain the lessons for clear understanding of the learners?FALSFALSEFALSEFALSE00Indicator 4.1.4Links the current content with past and duture lessonsAt what level do I ...HSFL0K41114understand interrelation of topics/content within the subject area taught?FALSFALSEFALSEFALSE00S43115link the present subject matter content with the past and future lessons?FALSFALSEFALSEFALSE00A34116value the need to relate prior knowledge of learners with the present and future lessons?FALSFALSEFALSEFALSE00Indicator 4.1.5Aligns with lesson objectives the teaching methods, learning activities and instructional materials or resources appropriate to learnersAt what level do I ...HSFL0K42117have the knowledge in designing lessons with congruent objectives, teaching methods, learning activities and materials?FALSFALSEFALSFALSE00S44118teach lessons that have congruency of objectives, procedure, materials and evaluation?FALSEFALSFALSEFALSE00A35119appreciate the value of aligning objectives with all the parts of a lesson?FALSEFALSEFALSEFALSE00Indicator 4.1.6Creates situations that encourage learners to use high order thinking skillsAt what level do I ...HSFL0K43120understand the concept of critical thinking and the facets of understanding?FALSFALSEFALSEFALSE00S45121engage learners in activities that develop higher order thinking skills?FALSFALSEFALSEFALSE00A36122patiently motivate learners to develop higher order thinking skills?FALSFALSEFALSFALSE00Indicator 4.1.7Engages and sustains learners' interests in the subject by making content meaningful andrelevant to themAt what level do I ...HSFL0K43123know strategies and materials that promote authentic learning?FALSFALSEFALSEFALSE00ICT124apply various appropriate strategies and/or technology to motivate & sustain learning?FALSFALSEFALSEFALSE00A36125believe in relating classroom learning to real world expereinces?FALSEFALSFALSEFALSE00Indicator 4.1.8Integrates relevant scholarly works and ideas to enrich the lessons as neededAt what level do I ...HSFL0K43126update myself with relevant scholarly works and ideas related to my subject area?FALSFALSEFALSEFALSE00S45127integrate scholarly works and ideas to enrich the lesson for the learners?FALSFALSEFALSEFALSE00A36128show enthusiasm and openness to new learning?FALSEFALSEFALSFALSE00Indicator 4.1.9Integrates content of subject areas with other disciplinesAt what level do I ...HSFL0K43129know about other disciplines related to the subject I am teaching?FALSEFALSEFALSEFALSE00S45130integrate content of subject area with other disciplines?FALSEFALSEFALSFALSE00A36131appreciate integrative mode of teaching?FALSEFALSEFALSEFALSE00Strand 4.2Communicates clear learning goals for the lessons that are appropriate for learnersIndicator 4.2.1Sets appropriate learning goalsAt what level do I ...HSFL0K43132know the learning goals vis--vis specific subject content of the level I am teaching?FALSFALSEFALSEFALSE00S45133set doable and appropriate daily learning goals for the learners?FALSFALSEFALSEFALSE00A36134reflectively choose appropriate learning goals?FALSEFALSFALSEFALSE00Indicator 4.2.2Understand the learning goalsAt what level do I ...HSFL0K43135understand the connection of the short-term goals to the long-term goals of learning?FALSFALSEFALSEFALSE00S45136practice relating short-term goals to long term goals for learning?FALSFALSEFALSEFALSE00A36137value the learning goals set in the curriculum?FALSFALSEFALSEFALSE00Strand 4.3Make good use of allotted instructional timeIndicator 4.3.1Establishes routines and procedures to maximize instructional timeAt what level do I ...HSFL0K43138understand the principles and procedure of maximizing instructional time?FALSFALSEFALSEFALSE00S45139apply techniques of "time on task" in planning and delivering lessons?FALSFALSEFALSEFALSE00A36140observe discipline on time management?FALSEFALSFALSEFALSE00Indicator 4.3.2Plans lessons to fit within available instructional timeAt what level do I ...HSFL0K43141know the principles and techniques of lesson planning considering the allotted instructional time ?FALSFALSEFALSEFALSE00S45142design parts of the lesson within available instructional time?FALSFALSEFALSEFALSE00A36143show efficiency in the use of time to effectively attain learning goals?FALSFALSFALSEFALSE00Strand 4.4Selects teaching methods, learning activities and the instructional materials or resources appropriate to the learners and aligned to objectives of the lessonIndicator 4.4.1Translates learning competencies to instructional objectivesAt what level do I ...HSFL0K43144know the learning competencies in my learning areas in order to formulate appropriate instructional objectives?FALSEFALSEFALSEFALSE00S45145translate learning competencies into instructional objectives?FALSFALSEFALSEFALSE00A36146show a reflective attitude in translating learning competencies to instructional objectives?FALSFALSEFALSEFALSE00Indicator 4.4.2Selects, prepares, and utilizes technology and other instructional materials appropriate to the learners & learning objectivesAt what level do I ...HSFL0ICT147know various technology and instructional materials appropriate for my learning area?FALSEFALSEFALSEFALSE00ICT148select and utilize updated and appropriate technology/instructional materials?FALSFALSEFALSEFALSE00ICT149use appropriate technology resources to achieve curriculum standards and objectives? FALSEFALSEFALSEFALSE00S45150prepare adequate and appropriate instructional materials for the learners and the learning objectives?FALSEFALSEFALSEFALSE00A36151manifest resourcefulness in preparing instructional materials?FALSFALSEFALSEFALSE00Indicator 4.4.3Provides activities and uses materials which fit the learners' learning styles, goals and cultureAt what level do I ...HSFL0K43152know the principles of instructional material preparation for different types of learners?FALSFALSEFALSEFALSE00S45153use relevant activities and materials suited to the learning styles, goals and culture of the learners?FALSFALSEFALSEFALSE00A36154believe in the need to provide activities and use materials appropriate to the learners?FALSFALSEFALSEFALSE00Indicator 4.4.4Uses a variety of teaching approaches and techniques appropriate to the subject matter and the learnersAt what level do I ...HSFL0K43155understand the theories, approaches and strategies in teaching the subject area?FALSFALSEFALSEFALSE00S45156use variety of teaching strategies and techniques appropriate to the learners and subject matter?FALSFALSFALSEFALSE00A36157show enthusiasm in using innovative and appropriate teaching techniques?FALSFALSFALSEFALSE00Indicator 4.4.5Utilizes information derived from assessment to improve teaching and learningAt what level do I ...HSFL0K43158understand the proper utilization of assessment results to improve teaching and learning?FALSEFALSEFALSFALSE00S45159use assessment results in setting learning objectives and learning activities ?FALSFALSEFALSEFALSE00A36160appreciate the value of assessment in improving teaching and learning?FALSEFALSFALSEFALSE00Indicator 4.4.6Provides activities and uses materials which involves students in meaningful learningAt what level do I ...HSFL0K43161know various educational theories (e.g. constructivism) and their implications to meaningful leaning?FALSFALSEFALSEFALSE00S45162apply relevant teaching approaches to achieve meaningful learning? FALSFALSEFALSFALSE00A36163use improvised and indigenous materials for meaningful learning?FALSFALSEFALSEFALSE00164appreciate teaching approaches to meaningful learning (e.g., constructivism)?FALSFALSEFALSEFALSE00Strand 4.5Recognizes general learning processes as well as unique processes of individual learnersIndicator 4.5.1Designs and utilizes teachning methods that take into account the learning processAt what level do I ...HSFL0K43165know different teaching approaches and strategies suitable to various learners?FALSFALSEFALSEFALSE00S45166have knowledge on general and specific learning processes?FALSFALSEFALSEFALSE00A36167apply teaching-learning methodologies that respond to general and specific learning processes?FALSFALSFALSEFALSE00168recognize the need to design teaching methods apropriate to the learning process?FALSFALSFALSEFALSE00Strand 4.6Promotes purposive studyIndicator 4.6.1Cultivates good study habits through appropriate activities and projectsAt what level do I ...HSFL0K43169know the techniques in forming good study habits?FALSFALSEFALSEFALSE00S45170determine the current study habits of my students?FALSFALSEFALSEFALSE00A36171provide appropriate learning tasks and projects that support development of good study habits?FALSFALSEFALSEFALSE00172take extra time to help students form good study habits?FALSEFALSFALSEFALSE00Strand 4.7Demonstrates skills in the use of ICT in teaching and learning Indicator 4.7.1Utilizes ICT to enhance teaching and learningAt what level do I ...HSFL0173know the nature and operations of ICT systems as they apply to teaching and learning?FALSFALSFALSEFALSE00174understand how ICT-based instructional materials/learning resources support teaching and learning?FALSFALSEFALSEFALSE00175understand the process in planning and managing ICT-assisted instruction?FALSFALSEFALSEFALSE00176design, develop new or modify existing digital/and or non-digital learning resources?FALSFALSEFALSEFALSE00177use of ICT resources for planning and designing teaching-learning activities?FALSFALSEFALSEFALSE00178use ICT tools to process assessment and evaluation data and report results?FALSFALSEFALSEFALSE00179demonstrate proficiency in the use of computers to support teaching and learning?FALSFALSEFALSEFALSE00180use ICT tools and resources to improve efficiency and professional practice?FALSFALSEFALSFALSE00181value and practice social responsibility, ethical and legal use of ICT tools and resources?FALSFALSEFALSEFALSE00182show positive attitude towards the use of ICT in keeping records of the learners? FALSFALSEFALSFALSE00

Domain 5PLANNING, ASSESSING AND REPORTINGStrand 5.1Develops and utilizes creative and appropriate instructional planIndicator 5.1.1Shows proof of instructional planningAt what level do I ...HSFL0K43183know the elements and process of developing an instructional plan (e.g. daily, weekly, quarterly, yearly)?FALSFALSEFALSEFALSE00S45184arrrange sequentially the learning units with reasonable time allotment?FALSFALSEFALSEFALSE00A36185identify appropriate learning objectives, strategies, and accompanying materials in the plan?FALSFALSEFALSEFALSE00A36186identify appropriate and varied assessment procedures?FALSFALSEFALSEFALSE00187show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for instructional planning?FALSFALSEFALSEFALSE00Indicator 5.1.2Implements instructional planAt what level do I ...HSFL0K43188know the factors for successful implementation of the instructional plan?FALSFALSEFALSEFALSE00A36189adjust the instructional plan to ensure attainment of objectives?FALSFALSEFALSEFALSE00190appreciate the value of instructional planning?FALSFALSEFALSEFALSE00Indicator 5.1.3Demonstrates ability to cope with varied teaching millieuAt what level do I ...HSFL0K43191know the different teaching-learning situations that could affect the implementation of the instructional plan?FALSFALSEFALSFALSE00S45192cope with varied teaching milieu/setting?FALSFALSEFALSEFALSE00A36193manifest openness to make necessary adjustements to improve the instructional plan?FALSFALSEFALSEFALSE00Strand 5.2Develops and uses a variety of appropriate assessment strategies to monitorand evaluate learningIndicator 5.2.1Prepares formative and summative tests in line with the curriculumAt what level do I ...HSFL0K43194know the principles and purposes of instructional assessment including formative and summative testing?FALSFALSEFALSEFALSE00S45195construct valid and reliable formative and summative tests?FALSFALSFALSEFALSE00A36196appreciate the value of testing as a tool to improve instruction and learning performance?FALSFALSEFALSEFALSE00Indicator 5.2.2Employs non-traditional assessment techniques (portfolio,journals, rubric, etc.)At what level do I ...HSFL0K43197know the concepts, principles and strategies of non-traditional assessment?FALSEFALSFALSEFALSE00S45198use appropriate non-traditional assessment techniques?FALSFALSEFALSEFALSE00A36199value the use of non-traditional assessment? FALSFALSFALSEFALSE00Indicator 5.2.3Interprets and uses assessment results to improve teaching and learningAt what level do I ...HSFL0K43200know concepts, principles on interpretation and utilization of assessment results?FALSFALSEFALSFALSE00A36201interpret and use test results to improve teaching and learning?FALSFALSEFALSEFALSE00202manifest fairness in the interpretation of test results?FALSFALSFALSEFALSE00Indicator 5.2.4Identifies teaching-learning difficulties and possible causes and takes appropriate action to address themAt what level do I ...HSFL0K43203know the concept and principles of diagnostic testing?FALSFALSFALSEFALSE00S45204know the types of remedial lessons for slow learners?FALSFALSFALSEFALSE00A36205identify teaching-learning difficulties and possible causes?FALSFALSEFALSFALSE00206manage remediation programs?FALSFALSEFALSEFALSE00A36207manifest willingness and patience in conducting remediation programs?FALSEFALSFALSEFALSE00Indicator 5.2.5Uses tools for addressing authentic learningAt what level do I ...HSFL0K43208know the concepts and principles of authentic learning assessment?FALSEFALSFALSEFALSE00S45209utilize appropriate tools for assessing authentic learning?FALSEFALSFALSEFALSE00A36210enthusiastically develop and use tools for assessing authentic learning?FALSFALSEFALSFALSE00Strand 5.3Monitors regularly and provides feedback on learners' understanding of content Indicator 5.3.1Provides timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growthAt what level do I ...HSFL0K43211know the principles of giving and receiving feedback on learners' progress?FALSFALSEFALSEFALSE00S45212use strategies for giving feedback/reporting progress of individual learner?FALSFALSEFALSEFALSE00A36213motivate learners' to reflect and monitor their learning growth?FALSFALSEFALSEFALSE00A36214consistently provide timely and accurate feedback?FALSFALSEFALSEFALSE00Indicator 5.3.2Keeps accurate records of grades/performance levels of learnersAt what level do I ...HSFL0K43215know the current guidelines about the grading system?FALSFALSEFALSFALSE00S45216maintain accurate and updated learners' records?FALSFALSEFALSFALSE00Strand 5.4Communicates promptly and clearly to learners, parents and superiors about progress of learnersIndicator 5.4.1Conducts regular meetings with learners and parents to respect learners' progressAt what level do I ...HSFL0K43217know the dynamics of communicating learners' progress to students, parents and other stakeholders?FALSFALSEFALSFALSE00S45218plan and implement a comprehensive program to report learners' progress to students and parents?FALSFALSEFALSEFALSE00A36219manifest accountability and responsibility in communicating the learners' progress to intended stakeholders?FALSFALSEFALSEFALSE00Indicator 5.4.2Involves parents to participate in school activities that promote learningAt what level do I ...HSFL0K43220understand the role and responsibilities of parents in supporting school programs to enhance children's learning progress?FALSFALSEFALSEFALSE00S45221involve parents to participate in school activities that promote their children's learning progress?FALSFALSEFALSEFALSE00A36222establish rapport and a cooperative working relationship with parents?FALSFALSFALSEFALSE00

Domain 6COMMUNITY LINKAGES

Strand 6.1Establishes learning environment that respond to the aspiration of the communityIndicator 6.1.1Involves community in sharing accountability for learners' achievementAt what level do I ...HSFL0K43223know the programs, projects, and thrusts of DepEd on school-community partnership?FALSFALSFALSEFALSE00S45224involve the community in the programs, projects and thrusts of the school?FALSEFALSEFALSFALSE00A36225promote shared accountability for the learners' achievement?FALSEFALSFALSEFALSE00Indicator 6.1.2Uses community resources (human, material) to support learningAt what level do I ...HSFL0K43226know the various community resources available to enhance learning?FALSEFALSEFALSEFALSE00S45227use available community resources (human, material) to support learning?FALSFALSEFALSEFALSE00A36228recognize community resources to support learning?FALSFALSFALSEFALSE00Indicator 6.1.3Uses community as a laboratory for learningAt what level do I ...HSFL0K43229know strategies for experiential learning outside the classroom?FALSFALSFALSEFALSE00S45230make use of the community as a laboratory for learning?FALSFALSEFALSEFALSE00A36231appreciate the world as a learning environment?FALSFALSEFALSEFALSE00Indicator 6.1.4Participates in community activities that promote learningAt what level do I ...HSFL0K43232know the teacher's social responsibility?FALSFALSEFALSEFALSE00S45233link with sectors for involvement in community work?FALSFALSFALSEFALSE00A36234show enthusiasm in joining community activities?FALSFALSFALSEFALSE00Indicator 6.1.5Uses community networks to publicize school events and achievementsAt what level do I ...HSFL0K43235know the dynamics of community networking and information dissemination?FALSFALSFALSEFALSE00S45236communicate the school events/achievements through community networks?FALSFALSEFALSEFALSE00A36237share information on school events/achievements to the community?FALSFALSEFALSEFALSE00Indicator 6.1.6Encourages students to apply classroom learning to the communityAt what level do I ...HSFL0K43238know the social realities outside the classroom to make learning relevant?FALSFALSEFALSFALSE00S45239provide learning activities ensuring their application to the community?FALSFALSEFALSEFALSE00A36240show sensitivity to the needs of the community?FALSFALSEFALSEFALSE00

Domain 7PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Strand 7.1Takes pride in the nobility of teachers as a professionIndicator 7.1.1Maintains stature and behavior that upholds the dignity of teachingAt what level do I ...HSFL0K43241know the set of ethical and moral principles, standards and values embodied in the Code of Ethics for Professional Teachers?FALSFALSEFALSFALSE00S45242practice the Code of Ethics for Professional Teachers?FALSFALSEFALSFALSE00A36243manifest the values that uphold the dignity of teaching?FALSFALSEFALSEFALSE00Indicator 7.1.2Allocates time for personal and professional development through participation in educational seminars and workshops reading educational materials regularly and engaging in educational researchAt what level do I ...HSFL0K43244know the requirements/expectations for personal and professional development of teachers?FALSEFALSFALSEFALSE00S45245prepare and implement an individual personal and professional development plan (IPDP)?FALSFALSEFALSEFALSE00A36246manifest zeal in undertaking educational research ?FALSFALSFALSEFALSE00Indicator 7.1.3Manifests personal qualities like enthusiasm, flexibility and caring attitudeAt what level do I ...HSFL0K43247know the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance them? FALSFALSFALSEFALSE00S45248engage in self-assessment to enhance my personal qualities?FALSFALSEFALSFALSE00A36249exhibit personal qualities such as enthusiasm, flexibility and caring attitude?FALSFALSEFALSEFALSE00Indicator 7.1.4Articulates and demonstrates one's personal philosophy of teachingAt what level do I ...HSFL0K43250understand the value of having a personal philosophy of teaching?bFALSFALSEFALSEFALSE00S45251translate my philosophy of teaching into action?FALSFALSEFALSEFALSE00A36252share my personal philosophy of teaching with others?FALSFALSEFALSFALSE00Strand 7.2Builds professional links with colleagues to enrich teaching practiceIndicator 7.2.1Keeps abreast with recent developments in educationAt what level do I ...HSFL0K43253update myself with recent developments in education?FALSFALSFALSEFALSE00S45254apply updated knowledge to enrich teaching practice?FALSFALSEFALSFALSE00A36255manifest openness to recent developments in education?FALSFALSFALSEFALSE00Indicator 7.2.2Links with other institutions and organizations for sharing best practicesAt what level do I ...HSFL0K43256know of institutions and organizations with a goal to improve teaching practice?FALSEFALSEFALSEFALSE00S45257link with other institutions and organizations that are helpful to the teaching profession?FALSEFALSEFALSEFALSE00A36258get involved in professional organizations and other agencies that can improve my teaching practice?FALSEFALSEFALSEFALSE00Strand 7.3Reflects on the extent of the attainment of professional development goalsIndicator 7.3.1Reflects on the quality of his/her own teachingAt what level do I ...HSFL0K43259know the techniques and benefits derived from theory-guided introspection? FALSFALSEFALSEFALSE00S45260make a self assessment of my teaching competencies? FALSFALSEFALSEFALSE00A36261desire to improve the quality of my teaching?FALSFALSEFALSFALSE00Indicator 7.3.2Improves teaching performance based on feedback from the mentor, students, peers, superiors and othersAt what level do I ...HSFL0K43262know the purposes and approaches in establishing an effective feedback system?FALSEFALSFALSEFALSE00S45263actively seek feedback from a range of people to improve my teaching performance?FALSFALSFALSEFALSE00A36264manifest positive attitude towards comments/recommendations?FALSFALSFALSEFALSE00Indicator 7.3.3Accepts personal accountability to learners' achievement and performanceAt what level do I ...HSFL0K43265know my accountability and responsibilities toward students' learning performance?FALSFALSEFALSFALSE00S45266examine myself vis-a-vis my accountability for the learners and to the teaching profession?FALSFALSFALSEFALSE00A36267accept my personal accountability to the learners?FALSFALSFALSEFALSE00Indicator 7.3.4Uses self-evaluation to recognize and enhance one's strength and correct one's weaknessesAt what level do I ...HSFL0K43268know the concept and strategies for self-evaluation?FALSEFALSEFALSEFALSE00S45269identify my strengths and weaknesses as a person and as a teacher?FALSEFALSEFALSFALSE00A36270manifest determination to become a better person and teacher?FALSFALSEFALSFALSE00

Automatic scoring is enabled only after all items have been accomplishedTotal KSAs2700

Please accomplish Self Assessment ticking only one box for each indicatorYesNo

SummarySUMMARY OF RESULTS (NCBTS-TSNA)Teacher:

DomainD1D2D3D4ICTD5D6D7ICTTOTALStrandS1.1S1.2Total D1S2.1S2.2S2.3S2.4S2.5Total D2S3.1Total D3S4.1S4.2S4.3S4.4S4.5S4.6S4.7Total D4S5.1S5.2S5.3S5.4Total D5S6.1Total D6S7.1S7.2S7.3Total D7ICT TotalTOTALNo. Of KSAs153181010141510592727276621441078111766401818126123014270HPS6012724040566040236108108108242484161640312446824241607272482448120561080Raw Score00000000Mean Score0.000.000.000.000.000.000.000.00% Score0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00%

INTERPRETATION BY DOMAIN & STRAND

Domain and Strands% ScoreMean ScoreCompetency LevelD1Social Regard for Learning0.00%0.00#N/A:lookupNotFound:0S1.1Teacher actions demonstrate value for learning0.00%ExpertS1.2Demonstrates that learning is of different kinds and from different sources0.00%ExpertD2Learning Environment0.00%0.00#N/A:lookupNotFound:0S2.1Creates an environment that promotes fairness0.00%ExpertS2.2Makes the classroom environment safe and conducive to learning0.00%ExpertS2.3Communicates higher learning expectations to each learner0.00%ExpertS2.4Establishes and maintains consistent standards of learners' behavior0.00%ExpertS2.5Creates a healthy psychological climate for learning0.00%ExpertD3Diversity of Learners0.00%0.00#N/A:lookupNotFound:0S3.1Determines, understands and accepts the learners' diverse background knowledge 0.00%ExpertD4Curriculum0.00%0.00#N/A:lookupNotFound:0S4.1Demonstrates mastery of the subject0.00%ExpertS4.2Communicates clear learning goals for the lessons that are appropriate for learners0.00%ExpertS4.3Make good use of allotted instructional time0.00%ExpertS4.4Selects teaching methods, learning activities and the instructional materials 0.00%ExpertS4.5Recognizes general learning processes as well as unique processes of individual learners0.00%ExpertS4.6Promotes purposive study0.00%ExpertS4.7Demonstrates skills in the use of ICT in teaching and learning 0.00%ExpertD5Planning, Asessing & Reporting0.00%0.00#N/A:lookupNotFound:0S5.1Develops and utilizes creative and appropriate instructional plan0.00%ExpertS5.2Develops and uses a variety of appropriate assessment strategies to monitor0.00%ExpertS5.3Monitors regularly and provides feedback on learners' understanding 0.00%ExpertS5.4Communicates promptly and clearly to learners, parents and superiors about 0.00%ExpertD6Community Linkages0.00%0.00#N/A:lookupNotFound:0S6.1Establishes learning environment that respond to the aspiration of the community0.00%ExpertD7Personal Growth & Professional Devt0.00%0.00#N/A:lookupNotFound:0S7.1Takes pride in the nobility of teachers as a profession0.00%ExpertS7.2Builds professional links with colleagues to enrich teaching practice0.00%ExpertS7.3Reflects on the extent of the attainment of professional development goals0.00%Expert

ReferencesGenderCivil StatusRegionDivisionGradeYrSubjectDomainDomDescStrandsStrandDescminmaxlevelMaleSingleVI Bohol1EnglishD1Social Regard for LearningD1Social Regard for Learning11.5BeginnerFemaleMarriedVII Tagbilaran2ScienceD2Learning EnvironmentD2Learning Environment1.512.5DevelopingWidow/erVIII NegOcc3MathD3Diversity of LearnersD3Diversity of Learners2.513.5ExperiencedSeparatedNsamar4FilipinoD4CurriculumD4Curriculum3.514Expert5MakabayanD5Planning, Asessing & ReportingD5Planning, Asessing & Reporting6D6Community LinkagesD6Community Linkages7D7Personal Growth & Professional DevtD7Personal Growth & Professional Devt8S1.1Teacher actions demonstrate value for learning9S1.2Demonstrates that learning is of different kinds and from different sources10S2.1Creates an environment that promotes fairness1,2S2.2Makes the classroom environment safe and conducive to learning1,2,3S2.3Communicates higher learning expectations to each learner1,2,3,4S2.4Establishes and maintains consistent standards of learners' behavior1,2,3,4,5S2.5Creates a healthy psychological climate for learning1,2,3,4,5,6S3.1Determines, understands and accepts the learners' diverse background knowledge 2,3S4.1Demonstrates mastery of the subject2,3,4S4.2Communicates clear learning goals for the lessons that are appropriate for learners2,3,4,5S4.3Make good use of allotted instructional time2,3,4,5,6S4.4Selects teaching methods, learning activities and the instructional materials 3,4S4.5Recognizes general learning processes as well as unique processes of individual learners3,4,5S4.6Promotes purposive study3,4,5,6S4.7Demonstrates skills in the use of ICT in teaching and learning 4,5S5.1Develops and utilizes creative and appropriate instructional plan4,5,6S5.2Develops and uses a variety of appropriate assessment strategies to monitor5,6S5.3Monitors regularly and provides feedback on learners' understanding S5.4Communicates promptly and clearly to learners, parents and superiors about S6.1Establishes learning environment that respond to the aspiration of the communityS7.1Takes pride in the nobility of teachers as a professionS7.2Builds professional links with colleagues to enrich teaching practiceS7.3Reflects on the extent of the attainment of professional development goals

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