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Background
THE TSNA SYSTEM FRAMEWORK
The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basiceducation. 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
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.
In response to the need for an instrument that identif ies 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.
NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT
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
prof ile of the teachers current competencies is compared to the NCBTS standards for effective teaching. This TSNA,
therefore, identi fies 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 Off ice and Regional Off ices 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.
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Purpose of the NCBTS-TSNA
1.5. Planning, Assessing and Reporting
1.2. Learning Environment
1.3. Diversity of Learners
Specifically, the TSNA intends to:
In order to realize the commitment to provide quali ty 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 continuin trainin and develo ment.
1.4. Curriculum
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).
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
GAP
PHASE III
STRENGTH-NEED ANALYSIS
PHASE I
Job Analysis
Competency Analysis
PHASE II
Current KSA and
Competency
KSA Required and
Competency Standards
COMPETENCY
ASSESSMENT
Instrumentation
Data Gathering
Teacher Trainee
Competency Strengths &
Learning NeedsConsolidated TSNAResult
Teacher's IPDP
SIP
DEDPSIP
DEDP
SIP
DEDPMaster Plans for
Professional
Development
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Expected Outputs
The NCBTS and the KSAs Developed for the TSNA
S=2 P= 5 KSA= 18S=5 P=17 KSA=59
S=1 P=8 KSA=27
S=7 P=22 KSA=78
S=4 P=12 KSA=40
S=1 P=6 KSA=18
S=3 P=10 KSA=30
S=23 P=80 KSA=270
School-Based Implementation of the TSNA
Based on the purpose stated above, the TSNA is expected to yield the following specific outputs:
A. At the individual level:
Domain 2: Learning Environment........................................
Domain 3: Diversity of Learners..
The principle of school-based management empowers the School Heads to provide instructional leadership and
therefore they must be aware of the framework of the NCBTS that defines the concept of effective teaching. One of the
ways by which School Heads can support the professional development of the teachers is when they have the first-
hand information about the training needs of teachers. The NCBTS-TSNA tool intends to identify specific training needs
of teachers, thus the School Heads and Schools Supervisors need to be knowledgeable of the features of the tool and
its proper administration and results utilization.
Domain 7: Personal and Professional Growth
Total ..
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 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.
Domain 1: Social Regard for Learning.................................
A. Orientation of School Heads on the NCBTS and the TSNA
Domain 5: Planning, Assessing and Reporting
Domain 4: Curriculum
KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):
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:
Domain 6: Community Linkages
1.6. Community Linkages
1.7. Personal Growth and Professional Development
2. Consolidate the TSNA results at the school, cluster, and division levels.
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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.
B. Schools-Cluster TSNA Implementation
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.
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GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL
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
3.1As 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.
My level of competence in the KSA is fair and I need further training &
development as a priority.
My level of competence in the KSA is low. I urgently need training
and development
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 Tool
A. The TSNA Responses
The instrument contains clusters of KSAs specific to a particular performance indicator with a common stem: At what level do I
Considering that the NCBTS-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:
Interpretation
My level of competence in the KSA is high. This is my strength,
although not a priority training & development need.
F
(Fair)
L
H
(High)
S
(Satisfactory)
My level of competence in the KSA is satisfactory but I would benefit
from further training & development
Code
( Low)
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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.
Developing. Fairly competent in KSA and need further training
and development1.00-1.50 25.00% - 37.50% Beginning. Lacking competence in KSA and require urgent
training and development
Experienced. Competent in the KSA but would benefit from
further training and development
Level of Teaching Competence
3.51-4.00
2-51-3.50
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, anobtained 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.
Consolidation of TSNA results is done electronically to report on TSNA of a given school, cluster or Division.
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.
Range
87.51% - 100%
1.51-2.50
Utilization of TSNA Results for the Development of IPPDs
The TSNA Individual Profile is used for the development of the teachers IPPD. The identified learning needs therein are appraised by
the teacher while taking 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 priorit ies and those of the school. Aseparate document has been developed detailing the concepts and procedures related to the preparation of IPPDs.
Scale scores % Scores
Expert. Very competent and can support other teacher's
improvement
62.51% - 87.50%
37.51% - 62.50%
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Teacher Profile
I. PERSONAL DATA
1. Family Name (Last name) First Name
2. Gender 3. Civil Status 3.
4. Date of Birth 5. Place of Birth
6. Contact Address (City/State/Country)
Zip Code 4 2 2 8
7. Region 8. Division 9. District
10. School Name 11. School ID 12.
12. School Address
13. Start Date of Teaching Service (YYYY-MM)
-14. Subject Area Concentration:
Elem: English Math Sci Science Filipino Makabayan
Sec : English Math Sci Science Pilipino Makabayan
II. EDUCATIONAL ATTAINMENT
mm dd yy
Major 19
Master's
Doctoral
Others
III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT position FIRST)
Position School
(Please use additional sheet if necessary)
IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)
Married
Batangas Province
Tilambo , Taysan ,Batanga
107806Tilambo Elementary School
11 6 1973
DD
Mangaliman Leonarda
BEED
Tilambo, Taysan, Batangas
Female
2001 JULY
Tilambo Elementary School
Filipino
YYYY
IV-A
MM
University of The East, Mla
Subjects Taught Grade/Yr
Sci .Msep.Hert
All Subects
All Subects
All Subjects
Teacher II
Teacher I
Teacher II
Teacher II
Tilambo Elementa
Tilambo Elementa
San Isidro Elementa
Guinhawa Elementa
2
3,4
4,5,6
3
8ENGLISH NATIONALENHANCING THE TEACHING AND LOVE FOR READING
Subjects AreaTitle LevelNo. of Hours
Degree Major School Incl
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Domain 1
Strand 1.1
Indicator 1.1.1
K1 1
K2 2
S1 3
S2 4
A1 5Indicator 1.1.2
K3 6
S3 7
A2 8
Indicator 1.1.3
K4 9
S4 10
A3 11
Indicator 1.1.4
K5 12
S5 13
S6 14A4 15
Strand 1.2
Indicator 1.2.1
K6 16
S7 17
A5 18
Domain 2
Strand 2.1
Indicator 2.1.1
K7 19
S8 20
A6 21
Indicator 2.1.2
K8 22
S9 23
A7 24
Indicator 2.1.3
K9 25
K10 26
S10 27
A8 28
Strand 2.2
Indicator 2.2.1
K11 29
S11 30
A9 31
Indicator 2.2.2
K12 32
S12 33
A10 34
Indicator 2.2.3
K13 35
K14 36
S13 37
A11 38Strand 2.3
Indicator 2.3.1
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K15 39
S14 40
S13 41
A11 42
Indicator 2.3.2
K16 43
S16 44
A13 45Indicator 2.3.3
K17 46
K18 47
S17 48
A14 49
Indicator 2.3.4
K19 50
S18 51
A15 52
Strand 2.4
Indicator 2.4.1
K20 53K21 54
S19 55
S20 56
A16 57
Indicator 2.4.2
K22 58
S21 59
A17 60
Indicator 2.4.3
K24 61
K25 62
S22 63
A18 64
Indicator 2.4.4
K26 65
S23 66
A19 67
Strand 2.5
Indicator 2.5.1
K27 68
S24 69
A20 70
Indicator 2.5.2
K28 71
S25 72
S26 73
A21 74
Indicator 2.5.3
K29 75
S27 76
A22 77
Domain 3
Strand 3.1
Indicator 3.1.1
K30 78
S28 79
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A23 80
Indicator 3.1.2
K31 81
S29 82
A24 83
Indicator 3.1.3
K32 84
S30 85S31 86
A25 87
Indicator 3.1.4
K33 88
S32 89
A26 90
Indicator 3.1.5
K34 91
S34 92
S35 93
A27 94
Indicator 3.1.6
K35 95
S36 96
A28 97
Indicator 3.1.7
K36 98
S37 99
A29 100
Indicator 3.1.8
K37 101
S38 102
S39 103
A30 104
Domain 4
Strand 4.1
Indicator 4.1.1
K38 105
S40 106
A31 107
Indicator 4.1.2
K39 108S41 109
A32 110
Indicator 4.1.3
K40 111
S42 112
A33 113
Indicator 4.1.4
K41 114
S43 115
A34 116
Indicator 4.1.5
K42 117
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S44 118
A35 119
Indicator 4.1.6
K43 120
S45 121
A36 122
Indicator 4.1.7
K43 123
ICT 124
A36 125
Indicator 4.1.8
K43 126
S45 127
A36 128
Indicator 4.1.9
K43 129
S45 130
A36 131
Strand 4.2
Indicator 4.2.1
K43 132
S45 133
A36 134
Indicator 4.2.2
K43 135
S45 136
A36 137
Strand 4.3
Indicator 4.3.1
K43 138
S45 139
A36 140
Indicator 4.3.2
K43 141
S45 142
A36 143
Strand 4.4
Indicator 4.4.1
K43 144
S45 145
A36 146
Indicator 4.4.2
ICT 147
ICT 148
ICT 149
S45 150
A36 151
Indicator 4.4.3
K43 152
S45 153
A36 154
Indicator 4.4.4
K43 155
S45 156
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A36 157
Indicator 4.4.5
K43 158
S45 159
A36 160
Indicator 4.4.6
K43 161
S45 162A36 163
164
Strand 4.5
Indicator 4.5.1
K43 165
S45 166
A36 167
168
Strand 4.6
Indicator 4.6.1
K43 169
S45 170
A36 171
172
Strand 4.7
Indicator 4.7.1
173
174
175
176
177
178
179
180
181
182
Domain 5
Strand 5.1
Indicator 5.1.1
K43 183
S45 184
A36 185
A36 186
187
Indicator 5.1.2
K43 188
A36 189190
Indicator 5.1.3
K43 191
S45 192
A36 193
Strand 5.2
Indicator 5.2.1
K43 194
S45 195
A36 196
Indicator 5.2.2
K43 197
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S45 198
A36 199
Indicator 5.2.3
K43 200
A36 201
202
Indicator 5.2.4
K43 203
S45 204
A36 205
206
A36 207
Indicator 5.2.5
K43 208
S45 209
A36 210
Strand 5.3
Indicator 5.3.1
K43 211
S45 212
A36 213
A36 214
Indicator 5.3.2
K43 215
S45 216
Strand 5.4
Indicator 5.4.1
K43 217
S45 218
A36 219
Indicator 5.4.2
K43 220
S45 221
A36 222
Domain 6
Strand 6.1
Indicator 6.1.1
K43 223
S45 224
A36 225
Indicator 6.1.2
K43 226
S45 227
A36 228
Indicator 6.1.3
K43 229
S45 230
A36 231
Indicator 6.1.4
K43 232S45 233
A36 234
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Indicator 6.1.5
K43 235
S45 236
A36 237
Indicator 6.1.6
K43 238
S45 239
A36 240
Domain 7
Strand 7.1
Indicator 7.1.1
K43 241
S45 242
A36 243
Indicator 7.1.2
K43 244
S45 245
A36 246
Indicator 7.1.3
K43 247
S45 248
A36 249
Indicator 7.1.4
K43 250
S45 251
A36 252
Strand 7.2
Indicator 7.2.1
K43 253
S45 254
A36 255
Indicator 7.2.2
K43 256
S45 257
A36 258
Strand 7.3
Indicator 7.3.1
K43 259
S45 260
A36 261
Indicator 7.3.2
K43 262
S45 263
A36 264
Indicator 7.3.3
K43 265
S45 266
A36 267
Indicator 7.3.4
K43 268
S45 269A36 270
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127/150
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128/150
SOCIAL REGARD FOR LEARNING
Teacher actions demonstrate value for learning
Implements school policies and procedures
At what level do I ...
know school policies and procedures?
understand school operations?
implement policies and procedures ?
communicate policies and procedures to students, parents and other concerned persons?
abide by the school policies and procedures?Demonstrates punctuality
At what level do I ...
possess awareness on the implementation of "time on task" in all responsibilities?
demonstrate punctuality in accomplishing expected tasks and functions?
model the value of punctuality?
Maintains appropriate appearance
At what level do I ...
know decorum i.e. dress code, behavior of teachers?
practice decorum in all occasions?
value decorum expected of teachers?
Is careful about the effect of one's behavior on students
At what level do I ...
understand the theoretical concepts and principles of social learning?
show appropriate behavior even during unguarded moments?
apply knowledge on social learning in dealing with students?consider the influence my behavior has on students?
Demonstrates that learning is of different kinds and from different sources
Makes use of various learning experiences and resources
At what level do I ...
know a range of sources through which social learning may be experienced?
use information from a variety of sources for learning (e.g. family, church, other sectors of the community)?
appreciate that students learn through a range of different social experiences?
LEARNING ENVIRONMENT
Creates an environment that promotes fairness
Maintains a learning environment of courtesy & respect for different learners (e.g.ability, culture, gender)
At what level do I ...
understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, family background and gender)?
maintain a learning environment that promotes courtesy and respect for all learners?
show courtesy and respect to everyone at all times?
Provides gender-fair opportunities for learning
At what level do I ...
understand the objectives, principles and strategies for Gender and Development (GAD)?
provide gender fair learning opportunities?
uphold gender sensitivity in my dealings with learners and others?
Recognizes that every learner has strengths
At what level do I ...
understand the psychological foundations of learner's growth and development
knows about potentialities and uniqueness of individual learners?
provide learning activities that allow all learners to reach their full potential?
recognize leraner's individual potentials and strengths?
Makes the classroom environment safe and conducive to learning
Maintains a safe and orderly classroom free from distractions
At what level do I ...
know the principles of classroom management, room structuring and safety measures?
maintain a safe, clean and orderly classroom free from distractions?
show concern for a safe and conducive learning environment?
Arranges challenging activities in a given physical environment
At what level do I ...
know various challenging activities that can be adapted in any given physical environment?
conduct challenging learning activities despite physical environment constraints?
show enthusiasm to conduct learning activities in any given situation?
Uses individual and cooperative learning activities to improve capacities of learners for higher learning
At what level do I ...
understand the importance and dynamics of both individual and cooperative learning?
know varied strategies for individual and cooperative learning?
balance the use of individual and cooperative learning activities?
see the value in creating individual and cooperative learning activities?Communicates higher learning expectations to each learner
Encourages learners to ask questions
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At what level do I ...
know the art of questioning and different techniques of asking higher order questions?
provide opportunities for learners to ask questions?
ask questions that stimulate critical and creative thinking among learners?
show an accepting response/gesture in dealing with questions of learners?
Provides learners with a variety of learning experience
At what level do I ...
know various strategies that elevate students' level of learning?
provide learners with variety of experiences that enhance learning?
willingly provide learners with a variety of challenging learning activities?Provides varied enrichment activities to nurture the desire for further learning
At what level do I ...
understand how enrichment activities enhance the learners' desire to learn?
know ways of motivating the learners to learn further and more effectively?
facilitate varied enrichment activities that are interesting for further learning?
show diligence in making enrichment materials?
Communicates and maintains high standards of learning performance
At what level do I ...
know the implications of achieving high standards of learning performance for total human development?
help learners maintain high standards of learning?
inspire learners to set high performance targets for themselves?
Establishes and maintains consistent standards of learners' behavior
Handles behavior problems quickly and with due respect to children's rights
At what level do I ...
understand the rights and responsibilities of the child as embodied in different laws, e.g. RA 7610, PD 603?know behavior management techniques for learners with behavioral problems?
identify learners with behavioral problems?
employ appropriate procedures and actions consistently when dealing with learners with behavioral problems?
show a compassion and caring attitude in managing behavior problems?
Gives timely feedback to reinforce appropriate learners' behavior
At what level do I ...
know the concept, importance and techniques of social reinforcement?
provide timely and appropriate reinforcement on learners' behavior?
believe that positive reinforcement leads to improved learner behavior?
Guides individual learners requiring development of appropriate social and learning behavior
At what level do I ...
understand the learners' social development stages?
know different strategies that enhance learners' social development?
use varied teaching-learning strategies that make use of social interaction?
show patience in managing different social and learning activities?
Communicates and enforces school policies and procedures for appropriate learner behavior
At what level do I ...
know DepED/school policies and procedures on student discipline?
communicate and enforce policies and procedures related to students behavior?
commit to enforcing school policies and procedures?
Creates a healthy psychological climate for learning
Encourages free expression of ideas from students
At what level do I ...
know the concepts and principles of democratic expression of ideas?
provide activities that will encourage respect and free expresssion of ideas?
encourage learners to express their ideas freely and responsibly?
Creates stress-free environment
At what level do I ...
know the the elements and importance of establishing a stress-free learning environment?
manage conflicts and other stress-related situations?
initiate and create programs (e.g. child-friendly school system) and activities that promote stress-free environment?
get involved in advocacy activities that create a stress-free environment?
Takes measures to minimize anxiety and fear of the teacher and/or subject
At what level do I ...
know about child-friendly teaching strategies?
encourage learners to develop a positive attitude towards their subject and teacher?let my students feel they are accepted?
DIVERSITY OF LEARNERS
Determines, understands and accepts the learners' diverse background knowledge
and experience
Obtains information on the learning styles, multiple intelligences and needs of learners
At what level do I ...
understand the theories and concepts of multiple intelligences and learning styles?
identify learning styles and multiple intelligences of learners?
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show diligence in obtaining information on di fferent learning needs?
Designs or selects learning experiences suited to different kinds of learners
At what level do I ...
know techniques and strategies in designing/selecting activities for varied types of learners?
utilize varied activities for various types of learners?
show respect and concern for individual differences of students?
Establishes goals that define appropriate expectations for all learners
At what level do I ...
understand the requirements in setting goals for differentiated learning?
utilize differentiated activities to meet expected learning goals of learners?assist learners in setting learning goals for themselves?
appreciate the need to consider the differences in experiences and capabilities of learners?
Paces lessons appropriate to needs and difficulties of learners
At what level do I ...
know teaching principles and strategies for addressing learners' needs and difficulties?
pace lessons according to learners' needs and difficulties?
show flexibility in pacing lessons to support the needs of the learners?
Initiates other learning approaches for learners whose needs have not been met by usual
approaches
At what level do I ...
have the knowledge on teaching principles and strategies for students-at-risk ?
keep track of students at risk?
provide appropriate intervention programs for learners-at-risk?
appreciate the need to help students-at-risk?
Recognizes multi-cultural background of learners when providing learning opportunities
At what level do I ...
know the cultural background of my students and its implications to my teaching?
provide appropriate learning activities to students with different cultural background?
show appreciation for cultural diversities?
Adopts strategies to address needs of differently-abled students?
At what level do I ...
know the educational psychology of learners with special needs?
use appropriate strategies for learners with special needs?
show sensitivity to learners with special needs?
Makes appropriate adjustments for learners of different socio-economic backgrounds
At what level do I ...
understand the effects of socio-economic status on learning performance?
determine the different socio-economic background of trainers?
use techniques to motivate learners of the lower socio-economic status?
show fairness to all learners regardless of their economic status?
CURRICULUM
Demonstrates mastery of the subject
Delivers accurate and updated content knowledge using appropriate methodologies,
approaches and strategies
At what level do I ...
have an updated content knowledge and teaching strategy in my subject area?
apply the updated content and appropriate strategies in my teaching?
commit to deliver accurate and updated content knowledge?
Integrates language, literacy and quantitative skill development and values in his/her
subject area
At what level do I ...
have knowledge about multi-disciplinary integrative modes and techniques of teaching?use multi-disciplinary integrative modes and techniques of teaching the subject area?
support the integration of language, literacy, skill development and values in the learning activities?
Explains learning goals, instructional procedures and content clearly and accurately to
students
At what level do I ...
possess in-depth understanding of the subject area's learning goals, instructional procedures and content based on curriculum?
explains learning goals, concepts and processes clearly and accurately to learners?
give sufficient time to explain the lessons for clear understanding of the learners?
Links the current content with past and duture lessons
At what level do I ...
understand interrelation of topics/content within the subject area taught?
link the present subject matter content with the past and future lessons?
value the need to relate prior knowledge of learners with the present and future lessons?
Aligns with lesson objectives the teaching methods, learning activities and instructional
materials or resources appropriate to learnersAt what level do I ...
have the knowledge in designing lessons with congruent objectives, teaching methods, learning activities and materials?
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teach lessons that have congruency of objectives, procedure, materials and evaluation?
appreciate the value of aligning objectives with all the parts of a lesson?
Creates situations that encourage learners to use high order thinking skills
At what level do I ...
understand the concept of critical thinking and the facets of understanding?
engage learners in activities that develop higher order thinking skills?
patiently motivate learners to develop higher order thinking skills?
Engages and sustains learners' interests in the subject by making content meaningful and
relevant to them
At what level do I ...know strategies and materials that promote authentic learning?
apply various appropriate strategies and/or technology to motivate & sustain learning?
believe in relating classroom learning to real world expereinces?
Integrates relevant scholarly works and ideas to enrich the lessons as needed
At what level do I ...
update myself with relevant scholarly works and ideas related to my subject area?
integrate scholarly works and ideas to enrich the lesson for the learners?
show enthusiasm and openness to new learning?
Integrates content of subject areas with other disciplines
At what level do I ...
know about other disciplines related to the subject I am teaching?
integrate content of subject area with other disciplines?
appreciate integrative mode of teaching?
Communicates clear learning goals for the lessons that are appropriate for learners
Sets appropriate learning goalsAt what level do I ...
know the learning goals vis--vis specific subject content of the level I am teaching?
set doable and appropriate daily learning goals for the learners?
reflectively choose appropriate learning goals?
Understand the learning goals
At what level do I ...
understand the connection of the short-term goals to the long-term goals of learning?
practice relating short-term goals to long term goals for learning?
value the learning goals set in the curriculum?
Make good use of allotted instructional time
Establishes routines and procedures to maximize instructional time
At what level do I ...
understand the principles and procedure of maximizing instructional time?
apply techniques of "time on task" in planning and delivering lessons?
observe discipline on time management?
Plans lessons to fit within available instructional time
At what level do I ...
know the principles and techniques of lesson planning considering the allotted instructional time ?
design parts of the lesson within available instructional time?
show efficiency in the use of time to effectively attain learning goals?
Selects teaching methods, learning activities and the instructional materials
or resources appropriate to the learners and aligned to objectives of the lesson
Translates learning competencies to instructional objectives
At what level do I ...
know the learning competencies in my learning areas in order to formulate appropriate instructional objectives?
translate learning competencies into instructional objectives?
show a reflective attitude in translating learning competencies to instructional objectives?
Selects, prepares, and utilizes technology and other instructional materials appropriate to
the learners & learning objectives
At what level do I ...
know various technology and instructional materials appropriate for my learning area?
select and utilize updated and appropriate technology/instructional materials?
use appropriate technology resources to achieve curriculum standards and objectives?
prepare adequate and appropriate instructional materials for the learners and the learning objectives?
manifest resourcefulness in preparing instructional materials?
Provides activities and uses materials which fit the learners' learning styles, goals and culture
At what level do I ...
know the principles of instructional material preparation for different types of learners?
use relevant activities and materials suited to the learning styles, goals and culture of the learners?
believe in the need to provide activities and use materials appropriate to the learners?
Uses a variety of teaching approaches and techniques appropriate to the subject matter
and the learners
At what level do I ...understand the theories, approaches and strategies in teaching the subject area?
use variety of teaching strategies and techniques appropriate to the learners and subject matter?
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show enthusiasm in using innovative and appropriate teaching techniques?
Utilizes information derived from assessment to improve teaching and learning
At what level do I ...
understand the proper utilization of assessment results to improve teaching and learning?
use assessment results in setting learning objectives and learning activities ?
appreciate the value of assessment in improving teaching and learning?
Provides activities and uses materials which involves students in meaningful learning
At what level do I ...
know various educational theories (e.g. constructivism) and their implications to meaningful leaning?
apply relevant teaching approaches to achieve meaningful learning?use improvised and indigenous materials for meaningful learning?
appreciate teaching approaches to meaningful learning (e.g., constructivism)?
Recognizes general learning processes as well as unique processes of individual learners
Designs and utilizes teachning methods that take into account the learning process
At what level do I ...
know different teaching approaches and strategies suitable to various learners?
have knowledge on general and specific learning processes?
apply teaching-learning methodologies that respond to general and specific learning processes?
recognize the need to design teaching methods apropriate to the learning process?
Promotes purposive study
Cultivates good study habits through appropriate activities and projects
At what level do I ...
know the techniques in forming good study habits?
determine the current study habits of my students?
provide appropriate learning tasks and projects that support development of good study habits?
take extra time to help students form good study habits?
Demonstrates skills in the use of ICT in teaching and learning
Utilizes ICT to enhance teaching and learning
At what level do I ...
know the nature and operations of ICT systems as they apply to teaching and learning?
understand how ICT-based instructional materials/learning resources support teaching and learning?
understand the process in planning and managing ICT-assisted instruction?
design, develop new or modify existing digital/and or non-digital learning resources?
use of ICT resources for planning and designing teaching-learning activities?
use ICT tools to process assessment and evaluation data and report results?
demonstrate proficiency in the use of computers to support teaching and learning?
use ICT tools and resources to improve efficiency and professional practice?
value and practice social responsibility, ethical and legal use of ICT tools and resources?
show positive attitude towards the use of ICT in keeping records of the learners?
PLANNING, ASSESSING AND REPORTING
Develops and utilizes creative and appropriate instructional plan
Shows proof of instructional planning
At what level do I ...
know the elements and process of developing an instructional plan (e.g. daily, weekly, quarterly, yearly)?
arrrange sequentially the learning units with reasonable time allotment?
identify appropriate learning objectives, strategies, and accompanying materials in the plan?
identify appropriate and varied assessment procedures?
show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for instructional planning?
Implements instructional plan
At what level do I ...
know the factors for successful implementation of the instructional plan?
adjust the instructional plan to ensure attainment of objectives?appreciate the value of instructional planning?Demonstrates ability to cope with varied teaching millieu
At what level do I ...
know the different teaching-learning situations that could affect the implementation of the instructional plan?
cope with varied teaching milieu/setting?
manifest openness to make necessary adjustements to improve the instructional plan?
Develops and uses a variety of appropriate assessment strategies to monitor
and evaluate learning
Prepares formative and summative tests in line with the curriculum
At what level do I ...
know the principles and purposes of instructional assessment including formative and summative testing?
construct valid and reliable formative and summative tests?
appreciate the value of testing as a tool to improve instruction and learning performance?
Employs non-traditional assessment techniques (portfolio,journals, rubric, etc.)At what level do I ...
know the concepts, principles and strategies of non-traditional assessment?
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use appropriate non-traditional assessment techniques?
value the use of non-traditional assessment?
Interprets and uses assessment results to improve teaching and learning
At what level do I ...
know concepts, principles on interpretation and utilization of assessment results?
interpret and use test results to improve teaching and learning?
manifest fairness in the interpretation of test results?Identifies teaching-learning difficulties and possible causes and takes appropriate action to
address them
At what level do I ...know the concept and principles of diagnostic testing?
know the types of remedial lessons for slow learners?
identify teaching-learning difficulties and possible causes?
manage remediation programs?
manifest willingness and patience in conducting remediation programs?
Uses tools for addressing authentic learning
At what level do I ...
know the concepts and principles of authentic learning assessment?
utilize appropriate tools for assessing authentic learning?
enthusiastically develop and use tools for assessing authentic learning?
Monitors regularly and provides feedback on learners' understanding
of content
Provides timely and accurate feedback to learners to encourage them to reflect on and
monitor their own learning growth
At what level do I ...know the principles of giving and receiving feedback on learners' progress?
use strategies for giving feedback/reporting progress of individual learner?
motivate learners' to reflect and monitor their learning growth?
consistently provide timely and accurate feedback?
Keeps accurate records of grades/performance levels of learners
At what level do I ...
know the current guidelines about the grading system?
maintain accurate and updated learners' records?Communicates promptly and clearly to learners, parents and superiors about
progress of learners
Conducts regular meetings with learners and parents to respect learners' progress
At what level do I ...
know the dynamics of communicating learners' progress to students, parents and other stakeholders?
plan and implement a comprehensive program to report learners' progress to students and parents?
manifest accountability and responsibility in communicating the learners' progress to intended stakeholders?
Involves parents to participate in school activities that promote learning
At what level do I ...
understand the role and responsibilities of parents in supporting school programs to enhance children's learning progress?
involve parents to participate in school activities that promote their children's learning progress?
establish rapport and a cooperative working relationship with parents?
COMMUNITY LINKAGES
Establishes learning environment that respond to the aspiration of the community
Involves community in sharing accountability for learners' achievement
At what level do I ...
know the programs, projects, and thrusts of DepEd on school-community partnership?
involve the community in the programs, projects and thrusts of the school?
promote shared accountability for the learners' achievement?
Uses community resources (human, material) to support learning
At what level do I ...
know the various community resources available to enhance learning?
use available community resources (human, material) to support learning?
recognize community resources to support learning?
Uses community as a laboratory for learning
At what level do I ...
know strategies for experiential learning outside the classroom?
make use of the community as a laboratory for learning?
appreciate the world as a learning environment?
Participates in community activities that promote learning
At what level do I ...
know the teacher's social responsibility?link with sectors for involvement in community work?
show enthusiasm in joining community activities?
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Uses community networks to publicize school events and achievements
At what level do I ...
know the dynamics of community networking and information dissemination?
communicate the school events/achievements through community networks?
share information on school events/achievements to the community?
Encourages students to apply classroom learning to the community
At what level do I ...
know the social realities outside the classroom to make learning relevant?
provide learning activities ensuring their application to the community?
show sensitivity to the needs of the community?
PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
Takes pride in the nobility of teachers as a profession
Maintains stature and behavior that upholds the dignity of teaching
At what level do I ...
know the set of ethical and moral principles, standards and values embodied in the Code of Ethics for Professional Teachers?
practice the Code of Ethics for Professional Teachers?
manifest the values that uphold the dignity of teaching?
Allocates time for personal and professional development through participation in
educational seminars and workshops reading educational materials regularly and
engaging in educational research
At what level do I ...
know the requirements/expectations for personal and professional development of teachers?
prepare and implement an individual personal and professional development plan (IPDP)?
manifest zeal in undertaking educational research ?
Manifests personal qualities like enthusiasm, flexibility and caring attitude
At what level do I ...
know the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance them?
engage in self-assessment to enhance my personal qualities?
exhibit personal qualities such as enthusiasm, flexibility and caring attitude?
Articulates and demonstrates one's personal philosophy of teaching
At what level do I ...
understand the value of having a personal philosophy of teaching?
translate my philosophy of teaching into action?
share my personal philosophy of teaching with others?
Builds professional links with colleagues to enrich teaching practice
Keeps abreast with recent developments in education
At what level do I ...update myself with recent developments in education?
apply updated knowledge to enrich teaching practice?
manifest openness to recent developments in education?
Links with other institutions and organizations for sharing best practices
At what level do I ...
know of institutions and organizations with a goal to improve teaching practice?
link with other institutions and organizations that are helpful to the teaching profession?
get involved in professional organizations and other agencies that can improve my teaching practice?
Reflects on the extent of the attainment of professional development goals
Reflects on the quality of his/her own teaching
At what level do I ...
know the techniques and benefits derived from theory-guided introspection?
make a self assessment of my teaching competencies?
desire to improve the quality of my teaching?
Improves teaching performance based on feedback from the mentor, students, peers,
superiors and others
At what level do I ...
know the purposes and approaches in establishing an effective feedback system?
actively seek feedback from a range of people to improve my teaching performance?
manifest positive attitude towards comments/recommendations?
Accepts personal accountability to learners' achievement and performance
At what level do I ...
know my accountability and responsibilities toward students' learning performance?
examine myself vis-a-vis my accountability for the learners and to the teaching profession?
accept my personal accountability to the learners?
Uses self-evaluation to recognize and enhance one's strength and correct one's weaknesses
At what level do I ...
know the concept and strategies for self-evaluation?
identify my strengths and weaknesses as a person and as a teacher?manifest determination to become a better person and teacher?
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135/150
Automatic scoring is enabled only after all items have been accomplished
END OF SELF ASSESSMENT
Click Summary Worksheet to view results
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7/27/2019 NCBTS Narda
136/150
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
-
7/27/2019 NCBTS Narda
137/150
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
H S F L
-
7/27/2019 NCBTS Narda
138/150
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
H S F L
-
7/27/2019 NCBTS Narda
139/150
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
H S F L
-
7/27/2019 NCBTS Narda
140/150
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
-
7/27/2019 NCBTS Narda
141/150
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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7/27/2019 NCBTS Narda
142/150
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
b
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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Total KSAs
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144/150
SUMMARY OF RESULTS (NCBTS-TSNA)Teacher: Leonarda Mangaliman
Domain D3
Strand S1.1 S1.2 Total D1 S2.1 S2.2 S2.3 S2.4 S2.5 Total D2 S3.1 Total D3 S4
No. Of KSAs 15 3 18 10 10 14 15 10 59 27 27 2
HPS 60 12 72 40 40 56 60 40 236 108 108 1Raw Score 47 10 57 36 33 50 49 32 200 88 88 8
Mean Score 3.13 3.33 3.17 3.60 3.30 3.57 3.27 3.20 3.39 3.26 3.26 3
% Score 78.33% 83.33% 79.17% 90.00% 82.50% 89.29% 81.67% 80.00% 84.75% 81.48% 81.48% 75.
D1 D2
3.133.33
3.17
3.60
3.30
3.57
3.27 3.203.39
3.26 3.26
3.00 3.002.83
3.52
3.25 3.25 3.20
2.77
3.36 3.35
3.00
0.00
1.00
2.00
3.00
4.00
S1.1 S1.2 Total
D1
S2.1 S2.2 S2.3 S2.4 S2.5 Total
D2
S3.1 Total
D3
S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total
D4
S5.1 S5.2 S5.3
Mean
Score
Strands & Domain
Summary of TSNA ResultBy Mean Scale Score
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
S1.1 S1.2 Total
D1
S2.1 S2.2 S2.3 S2.4 S2.5 Total
D2
S3.1 Total
D3
S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total
D4
S5.1 S5.2 S5
% Score
Strands and Domain
Summary of TSNA ResultBy % Score
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INTERPRETATION BY DOMAIN & STRAND
% Score
Mean
Score
D1 79.17% 3.17
S1.1 78.33% 3.13
S1.2 83.33% 3.33
D2 84.75% 3.39
S2.1 90.00% 3.60
S2.2 82.50% 3.30
S2.3 89.29% 3.57
S2.4 81.67% 3.27
S2.5 80.00% 3.20
D3 81.48% 3.26
S3.1
81.48% 3.26
D4 69.23% 2.77
S4.1 75.00% 3.00
S4.2
75.00% 3.00
S4.3 70.83% 2.83
S4.4 88.10% 3.52
S4.5
81.25% 3.25
S4.6 81.25% 3.25
S4.7 80.00% 3.20
D5 82.50% 3.30
S5.1 84.09% 3.36
S5.2 83.82% 3.35
S5.3 75.00% 3.00
S5.4 83.33% 3.33
D6 83.33% 3.33
S6.1 83.33% 3.33
D7 76.67% 3.07
S7.1 75.00% 3.00S7.2 83.33% 3.33
S7.3 75.00% 3.00
Experienced
Recognizes general learning processes as well as unique processes of individual learners
Promotes purposive study
Demonstrates skills in the use of ICT in teaching and learning
Experienced
Communicates promptly and clearly to learners, parents and superiors about
Community Linkages
Experienced
Experienced
Experienced
Planning, Asessing & Reporting
Establishes and maintains consistent standards of learners' behavior
Creates a healthy psychological climate for learning
Diversity of Learners
Determines, understands and accepts the learners' diverse background knowledge
Curriculum
Demonstrates mastery of the subject
Communicates clear learning goals for the lessons that are appropriate for learners
Experienced
Experienced
Teacher actions demonstrate value for learning
Demonstrates that learning is of different kinds and from different sources
Competency Level
Social Regard for Learning
Domain and Strands
Experienced
Make good use of allotted instructional time
Selects teaching methods, learning activities and the instructional materials
Develops and utilizes creative and appropriate instructional plan
Learning Environment
Creates an environment that promotes fairness
Makes the classroom environment safe and conducive to learning
Communicates higher learning expectations to each learner
Establishes learning environment that respond to the aspiration of the community
Personal Growth & Professional Devt
Experienced
Experienced
Experienced
Expert
Experienced
Experienced
Develops and uses a variety of appropriate assessment strategies to monitor
Monitors regularly and provides feedback on learners' understanding
Takes pride in the nobility of teachers as a professionBuilds professional links with colleagues to enrich teaching practice
Reflects on the extent of the attainment of professional development goals
Experienced
Expert
Experienced
Expert
Experienced
Experienced
Experienced
ExperiencedExperienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
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7/27/2019 NCBTS Narda
146/150
D5 D6 D7
S5.1 S5.2 S5.3 S5.4 Total D5 S6.1 Total D6 S7.1 S7.2 S7.3 Total D7
11 17 6 6 40 18 18 12 6 12 30
44 68 24 24 160 72 72 48 24 48 120
37 57 18 20 132 60 60 36 20 36 92
3.36 3.35 3.00 3.33 3.30 3.33 3.33 3.00 3.33 3.00 3.07
84.09% 83.82% 75.00% 83.33% 82.50% 83.33% 83.33% 75.00% 83.33% 75.00% 76.67%
-
7/27/2019 NCBTS Narda
147/150
Gender Civil Status Region Division GradeYr Subject Domain
Male Single VI Bohol 1 English D1
Female Married VII Tagbilaran 2 Science D2
Widow/er VIII NegOcc 3 Math D3
Separated Nsamar 4 Filipino D4
5 Makabayan D5
6 D67 D7
8
9
10
1,2
1,2,3
1,2,3,4
1,2,3,4,5
1,2,3,4,5,6
2,3
2,3,4
2,3,4,5
2,3,4,5,6
3,4
3,4,5
3,4,5,6
4,5
4,5,6
5,6
-
7/27/2019 NCBTS Narda
148/150
DomDesc Strands
Social Regard for Learning D1
Learning Environment D2
Diversity of Learners D3
Curriculum D4
Planning, Asessing & Reporting D5
Community Linkages D6Personal Growth & Professional Devt D7
S1.1
S1.2
S2.1
S2.2
S2.3
S2.4
S2.5
S3.1
S4.1
S4.2
S4.3
S4.4
S4.5
S4.6
S4.7
S5.1
S5.2
S5.3
S5.4
S6.1S7.1
S7.2
S7.3
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7/27/2019 NCBTS Narda
149/150
StrandDesc min
Social Regard for Learning 1
Learning Environment 1.51
Diversity of Learners 2.51
Curriculum 3.51
Planning, Asessing & Reporting
Community LinkagesPersonal Growth & Professional Devt
Teacher actions demonstrate value for learning
Demonstrates that learning is of different kinds and from different sources
Creates an environment that promotes fairness
Makes the classroom environment safe and conducive to learning
Communicates higher learning expectations to each learner
Establishes and maintains consistent standards of learners' behavior
Creates a healthy psychological climate for learning
Determines, understands and accepts the learners' diverse background knowledge
Demonstrates mastery of the subject
Communicates clear learning goals for the lessons that are appropriate for learners
Make good use of allotted instructional time
Selects teaching methods, learning activities and the instructional materials
Recognizes general learning processes as well as unique processes of individual learners
Promotes purposive study
Demonstrates skills in the use of ICT in teaching and learning
Develops and utilizes creative and appropriate instructional plan
Develops and uses a variety of appropriate assessment strategies to monitor
Monitors regularly and provides feedback on learners' understanding
Communicates promptly and clearly to learners, parents and superiors about
Establishes learning environment that respond to the aspiration of the communityTakes pride in the nobility of teachers as a profession
Builds professional links with colleagues to enrich teaching practice
Reflects on the extent of the attainment of professional development goals
-
7/27/2019 NCBTS Narda
150/150
max level
1.5 Beginner
2.5 Developing
3.5 Experienced
4 Expert