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 refo

are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort already sta 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

establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to appreciate the complex s 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-Teach

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

in the Visayas), in coordination with the EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII, Division Group at the national level.

Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-TWG (Teacher Education Development Program-Technical Wor

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

aligned to the needs of the programs clientele. The TSNA determines the differences between the actual situation (what is) and the desired cond

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

competencies as perceived by the teacher. The profile of the teachers current competencies is compared to the NCBTS standards for effective teach

This TSNA, therefore, identifies the competency strengths as well as the gap between the expected and the current teachers competencies in term 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 natio

set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED Central Office and Regional Offices are taske KSA terms which is done by the individual teacher at the school level. Phase III (Strength-Need analysis) is the analysis of the strengths Division level for their respective purposes related to teacher training/development.

do this phase of the TSNA process. Phase II (Teacher Trainee Analysis) is the instrumentation to determine the current teacher competency leve

discrepancies between the standards set and the current teachers data on their competencies which is carried out at the school, cluster, Distri

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 Profess

Development Plan (IPPD) and in designing programs and activities for teachers at the school, division and regional levels. The consolidated TSNAs a school, division and regional level inform the school improvement plan (SIP), Division Development Plan (DEDP) and the Regional Development (REDP), with respect to the plans for professional development at the school, division and the regional levels.

COMPETENCY ASSESSMENT

PHASE I Job Analysis PHASE II Teacher Trainee Competency Analysis

GAP
KSA Required and Competency Standards

Instrumentation Data Gathering

Current KSA and Competency

PHASE III

STRENGTH-NEED ANALYSIS

Competency Strengths & Learning Needs Consolidated TSNA Result

Teacher's IPDP SIP SIP DEDP DEDP

Master Plans for Professional Development

When established, the TSNA system ensures that teachers routinely use CBTS in making self-assessments of their current practices to identify

individual development needs, and that school heads, division and regional offices also routinely use CBTS in identifying teacher performance factors 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 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 teac which are: Domain 1Social Regard for Learning; Domain 2Learning Environment; Domain 3Diversity of Learners; Domain 4Curriculum; Domai Planning, Assessing and Reporting; Domain 6Community Linkages; and Domain 7Personal Growth and Professional Development. Each domain its corresponding strands and each strand has performance indicators. A total of seven domains, 23 strands and 80 performance indicators make up 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 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................................. Domain 2: Learning Environment........................................ Domain 3: Diversity of Learners.. Domain 4: Curriculum Domain 5: Planning, Assessing and Reporting Domain 6: Community Linkages Domain 7: Personal and Professional Growth Total .. School-Based Implementation of the TSNA A. Orientation of School Heads on the NCBTS and the TSNA S=2 S=5 S=1 S=7 S=4 S=1 S=3 S=23 P= 5 P=17 P=8 P=22 P=12 P=6 P=10 P=80

The principle of school-based management empowers the School Heads to provide instructional leadership and therefore they must be aware

the framework of the NCBTS that defines the concept of effective teaching. One of the ways by which School Heads can support the professio

development of the teachers is when they have the first-hand information about the training needs of teachers. The NCBTS-TSNA tool intend and its proper administration and results utilization.

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

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 in 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 mea 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

of the domains, strands, and performance indicators, and the identification of the KSAs; (b) familiarity with the content of the TSNA tool and its

respective NCBTS Coordinators become the Implementers of the TSNA across the schools within their clusters. School Heads from within e the role of guiding and monitoring the TSNA system and procedures within the cluster or district.

cluster are convened to go through parallel knowledge building and to conduct the TSNA for their own teachers. The District Supervisors will t

ESSMENT

quality of basic education. These policy reforms

n the improved education effort already started.

r Standards (NCBTS). This is a framework that

ders are able to appreciate the complex set of

nce of their roles and responsibilities needs of the teachers, the NCBTS-Teachers'

ect STRIVE (Strengthening the Basic Education

e), and Regions VI, VII and VIII, Divisions of

ation Development Program-Technical Working

e materials, structured learning session guides, toring and evaluation scheme and tools for the

ty professional development programs that are

ual situation (what is) and the desired condition the actual situation is described the current to the NCBTS standards for effective teaching. the current teachers competencies in terms of

ors of the NCBTS.

eaching) is actually done by analyzing nationally

entral Office and Regional Offices are tasked to

rmine the current teacher competency levels in

analysis) is the analysis of the strengths and

is carried out at the school, cluster, District or

preparation of Individual Plan for Professional regional levels. The consolidated TSNAs at the

n (DEDP) and the Regional Development Plan

els.

SIP Master Plans for DEDP Professional Development

IP DP

ments of their current practices to identify their

S in identifying teacher performance factors that

) of BESRA emphasizing the Professional

uing training and development.

standards set by the NCBTS in each of the

ng needs in each of the seven domains and 23

school

seven integrated domains for effective teaching of Learners; Domain 4Curriculum; Domain 5 d Professional Development. Each domain has nds and 80 performance indicators make up the

des (KSAs) to compose the TSNA Tool with 270

KSA= 18 KSA=59 KSA=27 KSA=78 KSA=40 KSA=18 KSA=30 KSA=270

eadership and therefore they must be aware of of teachers. The NCBTS-TSNA tool intends to

hich School Heads can support the professional

to be knowledgeable of the features of the tool

hool Coordinators from Leader Schools and

n the discretion of the School Head taking into

e.

TS and for the transfer of the technology to

standing of the NCBTS framework, the meaning

rity with the content of the TSNA tool and its

School. Leader School Heads and their

n their clusters. School Heads from within each

own teachers. The District Supervisors will take

GETTING 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 (C

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 a

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

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-TS

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), Low (L). The reference codes presented below guide the respondent in registering her/his self-assessment for each KSA:

Code H (High) S (Satisfactory) F (Fair) L ( Low)

Interpretation My level of competence in the KSA is high. This is my strength, although not a priority training & development need. My level of competence in the KSA is satisfactory but I would benefit from further training & development My level of competence in the KSA is fair and I need further training & development as a priority. My level of competence in the KSA is low. I urgently need training and development

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 wheth 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 b average of a particular domain, or a strand or a specific performance indicator as the case may be.

Range Scale scores 3.51-4.00 2-51-3.50 1.51-2.50 1.00-1.50 % Scores 87.51% - 100% 62.51% - 87.50% 37.51% - 62.50% 25.00% - 37.50%

Level of Teaching Competence Expert. Very competent and can support other teacher's improvement

Experienced. Competent in the KSA but would benefit from further training development Developing. Fairly competent in KSA and need further training and development Beginning. Lacking competence in KSA and require urgent training and development

The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and strengths along these dimensions may 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 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 consideration the priorities set by the school for its future development. It is important that the teachers develop themselves in order to contribute towards addre 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 priorities and those of the school. A separate document has been developed detailing the concepts and procedures related to the preparation of IPPDs.

ENT TOOL
process in order for the teacheris contained on a compact disk (CD)

on a common computer. It takes an

orresponding strands and performance

g the instrument.

Considering that the NCBTS-TSNA

High (H), Satisfactory (S), Fair (F), and

NA Tool, an obtained score whether an ore to be interpreted may either be an

ng Competence

t other teacher's improvement

t would benefit from further training and d need further training and and require urgent training and

ngths along these dimensions may also

praised by the teacher while taking into order to contribute towards addressing heir training needs in line with their own he preparation of IPPDs.

Teacher Profile
I. PERSONAL DATA 1. Family Name (Last name) First Name Middle Name

MABAGOS
2. 4. Gender Date of Birth

JOEMER
3. Civil Status 5.

CARGO
3. Employee No.

Male 11
MM

Married
Place of Birth

4267482

10
DD

1982
YYYY

SALVACION 1ST, LUPAO, NUEVA ECIJA

6.

Contact Address (City/State/Country)

POBLACION SOUTH, LUPAO, NUEVA ECIJA

Zip Code 7. 10. Region School Name LUPAO CENTRAL SCHOOL 12. School Address LUPAO NUEVA ECIJA

Phone Fax

09204543904
victoryake@yahoo.com

1
9.

2 LUPAO
12.

E-mail

8.

Division

NUEVA ECIJA
11.

District

School ID 105521

School Type Elementary :

### Public ### Monograde ### Multigrade ### SPED

Secondary: 13. Start Date of Teaching Service (YYYY-MM)

### General ### Special Science ### Extension ### SPED

2006
14. Elem: Sec :

- Oct.

Subject Area Concentration: English English ### Math ### Math Science Science Science Science Pilipino Pilipino Makabayan Makabayan

II. EDUCATIONAL ATTAINMENT Degree Major PE School mm dd Wesleyan Universityh Philippines San Jose Colleges 6 10 12 5 Inclusive Period yy 0 7 mm dd 10 6 19 9 yy 5 8 18 Units

Major Master's Doctoral Others

BEED MA.ED

III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT position FIRST) Position Subjects Taught Grade/Yr School mm m dd yy

(Please use additional sheet if necessary)

IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)

Title DISTRICT SCIENCE FAIR FUSION DIVISION OF TRAINERS DESKTOP PUBLISHING SCRIPT WRITING SEMINAR ON EPP DIVISION TRAINING FOR PLANNING/IMPLEMENTING

Subjects Area SCIENCE ICT ICT/ ENGLIS EPP

No. of Hours 8 8 8 8 8

Level DIVISION DIVISION DIVISION DIVISION DIVISION

Role PARTICIPANT PARTICIPANT PARTICIPANT PARTICIPANT PARTICIPANT

Sponsoring Agency DEPED DEPED DEPED DEPED DEPED

V. SCHOLARSHIP/GRANTS RECEIVED Inclusive Dates Title ACADEMIC SCHOLAR Sponsoring Agency WUP mm dd 6 29 yy 0 mm dd 3 30 yy 4

VI. OTHER QUALIFICATIONS NC 2 PASSER ( NATIONAL ) COMPUTER LITERATE

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:

'September 19, 2013

N.B.

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

CARGO 4267482

09204543904
victoryake@yahoo.com

### Private Monograde ### Central ### Non-Central

### Main Special Science ### TechVoc ### Night

Honors Received

mm dd

yy

Sponsoring Agency DEPED DEPED DEPED DEPED DEPED

Domain 1

SOCIAL REGARD FOR LEARNING

Strand 1.1 Teacher actions demonstrate value for learning

Indicator 1.1.1 Implements school policies and procedures At what level do I ... K1 K2 S1 S2 1 2 3 4 know school policies and procedures? understand school operations? implement policies and procedures ? communicate policies and procedures to students, parents and other concerned persons?

A1 5 abide by the school policies and procedures? Indicator 1.1.2 Demonstrates punctuality At what level do I ... K3 6 possess awareness on the implementation of "time on task" in all responsibilities? S3 7 demonstrate punctuality in accomplishing expected tasks and functions? A2 8 model the value of punctuality? Indicator 1.1.3 Maintains appropriate appearance At what level do I ... K4 9 know decorum i.e. dress code, behavior of teachers? S4 10 practice decorum in all occasions? A3 11 value decorum expected of teachers? Indicator 1.1.4 Is careful about the effect of one's behavior on students At what level do I ... K5 S5 S6 A4 12 13 14 15 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?

Strand 1.2 Demonstrates that learning is of different kinds and from different sources
Indicator 1.2.1 Makes use of various learning experiences and resources At what level do I ... K6 16 know a range of sources through which social learning may be experienced? S7 A5 17 18 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?

Domain 2

LEARNING ENVIRONMENT

Strand 2.1 Creates an environment that promotes fairness

Indicator 2.1.1 Maintains a learning environment of courtesy & respect for different learners (e.g.ability, culture, gender) At what level do I ... 19 K7 S8 20 maintain a learning environment that promotes courtesy and respect for all learners? A6 21 show courtesy and respect to everyone at all times? Indicator 2.1.2 Provides gender-fair opportunities for learning At what level do I ... K8 S9 22 23 understand the objectives, principles and strategies for Gender and Development (GAD)? provide gender fair learning opportunities? understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, family background and gender)?

A7 24 uphold gender sensitivity in my dealings with learners and others? Indicator 2.1.3 Recognizes that every learner has strengths At what level do I ... K9 25 understand the psychological foundations of learner's growth and development K10 S10 A8 26 27 28 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?

Strand 2.2 Makes the classroom environment safe and conducive to learning
Indicator 2.2.1 Maintains a safe and orderly classroom free from distractions At what level do I ... K11 29 know the principles of classroom management, room structuring and safety measures? S11 30 maintain a safe, clean and orderly classroom free from distractions? A9 31 show concern for a safe and conducive learning environment? Indicator 2.2.2 Arranges challenging activities in a given physical environment At what level do I ... K12 S12 32 33 know various challenging activities that can be adapted in any given physical environment? conduct challenging learning activities despite physical environment constraints?

A10 34 show enthusiasm to conduct learning activities in any given situation? Indicator 2.2.3 Uses individual and cooperative learning activities to improve capacities of learners for higher learning At what level do I ... K13 35 understand the importance and dynamics of both individual and cooperative learning? K14 36 know varied strategies for individual and cooperative learning?

S13 A11

37 38

balance the use of individual and cooperative learning activities? see the value in creating individual and cooperative learning activities?

Strand 2.3 Communicates higher learning expectations to each learner

Indicator 2.3.1 Encourages learners to ask questions At what level do I ... K15 S14 39 40 know the art of questioning and different techniques of asking higher order questions? provide opportunities for learners to ask questions?

S13 41 ask questions that stimulate critical and creative thinking among learners? A11 42 show an accepting response/gesture in dealing with questions of learners? Indicator 2.3.2 Provides learners with a variety of learning experience At what level do I ... K16 43 know various strategies that elevate students' level of learning? S16 44 provide learners with variety of experiences that enhance learning? A13 45 willingly provide learners with a variety of challenging learning activities? Indicator 2.3.3 Provides varied enrichment activities to nurture the desire for further learning At what level do I ... K17 K18 46 47 understand how enrichment activities enhance the learners' desire to learn? know ways of motivating the learners to learn further and more effectively?

S17 48 facilitate varied enrichment activities that are interesting for further learning? A14 49 show diligence in making enrichment materials? Indicator 2.3.4 Communicates and maintains high standards of learning performance At what level do I ... K19 S18 A15 50 51 52 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?

Strand 2.4 Establishes and maintains consistent standards of learners' behavior

Indicator 2.4.1 Handles behavior problems quickly and with due respect to children's rights At what level do I ... K20 K21 S19 S20 53 54 55 56 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?

A16 57 show a compassion and caring attitude in managing behavior problems? Indicator 2.4.2 Gives timely feedback to reinforce appropriate learners' behavior At what level do I ... K22 58 S21 59 A17 60 Indicator 2.4.3 K24 K25 61 62 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? S22 63 use varied teaching-learning strategies that make use of social interaction? A18 64 show patience in managing different social and learning activities? Indicator 2.4.4 Communicates and enforces school policies and procedures for appropriate learner behavior At what level do I ... K26 S23 A19 65 66 67 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?

Strand 2.5 Creates a healthy psychological climate for learning

Indicator 2.5.1 Encourages free expression of ideas from students At what level do I ... K27 68 S24 69 A20 70 Indicator 2.5.2 K28 S25 S26 71 72 73 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? A21 74 get involved in advocacy activities that create a stress-free environment? Indicator 2.5.3 Takes measures to minimize anxiety and fear of the teacher and/or subject At what level do I ... K29 S27 75 76 know about child-friendly teaching strategies? encourage learners to develop a positive attitude towards their subject and teacher?

A22

77

let my students feel they are accepted?

Domain 3

DIVERSITY OF LEARNERS

Strand 3.1 Determines, understands and accepts the learners' diverse background knowledge and experience
Indicator 3.1.1 Obtains information on the learning styles, multiple intelligences and needs of learners At what level do I ... K30 S28 A23 78 79 80 understand the theories and concepts of multiple intelligences and learning styles? identify learning styles and multiple intelligences of learners? show diligence in obtaining information on different learning needs?

Indicator 3.1.2 Designs or selects learning experiences suited to different kinds of learners At what level do I ... K31 81 know techniques and strategies in designing/selecting activities for varied types of learners? S29 82 utilize varied activities for various types of learners? A24 83 show respect and concern for individual differences of students? Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners K32 S30 S31 84 85 86 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?

87 A25 Indicator 3.1.4 Paces lessons appropriate to needs and difficulties of learners At what level do I ... pace lessons according to learners' needs and difficulties? A26 90 show flexibility in pacing lessons to support the needs of the learners? Indicator 3.1.5 Initiates other learning approaches for learners whose needs have not been met by usual approaches At what level do I ... have the knowledge on teaching principles and strategies for students-at-risk ? K33 S32 88 89 know teaching principles and strategies for addressing learners' needs and difficulties?

keep track of students at risk? S35 93 provide appropriate intervention programs for learners-at-risk? A27 94 appreciate the need to help students-at-risk? Indicator 3.1.6 Recognizes multi-cultural background of learners when providing learning opportunities K35 S36 A28 95 96 97 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?

K34 S34

91 92

Indicator 3.1.7 Adopts strategies to address needs of differently-abled students? At what level do I ... K36 98 know the educational psychology of learners with special needs? S37 99 use appropriate strategies for learners with special needs? A29 100 show sensitivity to learners with special needs? Indicator 3.1.8 Makes appropriate adjustments for learners of different socio-economic backgrounds K37 S38 S39 A30 101 102 103 104 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?

Domain 4

CURRICULUM

Strand 4.1 Demonstrates mastery of the subject

Indicator 4.1.1 Delivers accurate and updated content knowledge using appropriate methodologies, approaches and strategies 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? A31 107 commit to deliver accurate and updated content knowledge? Indicator 4.1.2 Integrates language, literacy and quantitative skill development and values in his/her subject area 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?

K38 S40

105 106

K39 S41 A32

108 109 110

Indicator 4.1.3 Explains learning goals, instructional procedures and content clearly and accurately to students At what level do I ... K40 111 possess in-depth understanding of the subject area's learning goals, instructional procedures and content based on curriculum?

S42 112 explains learning goals, concepts and processes clearly and accurately to learners? A33 113 give sufficient time to explain the lessons for clear understanding of the learners? Indicator 4.1.4 Links the current content with past and duture lessons K41 S43 114 115 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? A34 116 value the need to relate prior knowledge of learners with the present and future lessons? Indicator 4.1.5 Aligns with lesson objectives the teaching methods, learning activities and instructional materials or resources appropriate to learners K42 117 At what level do I ... have the knowledge in designing lessons with congruent objectives, teaching methods, learning activities and materials?

S44 118 teach lessons that have congruency of objectives, procedure, materials and evaluation? A35 119 appreciate the value of aligning objectives with all the parts of a lesson? Indicator 4.1.6 Creates situations that encourage learners to use high order thinking skills K43 S45 120 121 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? A36 122 patiently motivate learners to develop higher order thinking skills? Indicator 4.1.7 Engages and sustains learners' interests in the subject by making content meaningful and relevant to them K43 ICT 123 124 At what level do I ... know strategies and materials that promote authentic learning?

apply various appropriate strategies and/or technology to motivate & sustain learning? A36 125 believe in relating classroom learning to real world expereinces? Indicator 4.1.8 Integrates relevant scholarly works and ideas to enrich the lessons as needed K43 S45 126 127 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?

A36 128 show enthusiasm and openness to new learning? Indicator 4.1.9 Integrates content of subject areas with other disciplines At what level do I ... K43 129 know about other disciplines related to the subject I am teaching? S45 130 integrate content of subject area with other disciplines? A36 131 appreciate integrative mode of teaching?

Strand 4.2 Communicates clear learning goals for the lessons that are appropriate for learners
Indicator 4.2.1 Sets appropriate learning goals K43 S45 132 133 At 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?

A36 134 reflectively choose appropriate learning goals? Indicator 4.2.2 Understand the learning goals At what level do I ... K43 135 understand the connection of the short-term goals to the long-term goals of learning? S45 136 practice relating short-term goals to long term goals for learning? A36 137 value the learning goals set in the curriculum?

Strand 4.3 Make good use of allotted instructional time

Indicator 4.3.1 Establishes routines and procedures to maximize instructional time K43 S45 138 139 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?

A36 140 observe discipline on time management? Indicator 4.3.2 Plans lessons to fit within available instructional time At what level do I ... K43 141 know the principles and techniques of lesson planning considering the allotted instructional time ? S45 142 design parts of the lesson within available instructional time? A36 143 show efficiency in the use of time to effectively attain learning goals?

Strand 4.4 Selects teaching methods, learning activities and the instructional materials or resources appropriate to the learners and aligned to objectives of the lesson
Indicator 4.4.1 Translates learning competencies to instructional objectives At what level do I ...

K43 S45

144 145

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

A36 146 show a reflective attitude in translating learning competencies to instructional objectives? Indicator 4.4.2 Selects, prepares, and utilizes technology and other instructional materials appropriate to the learners & learning objectives At what level do I ... ICT ICT ICT S45 147 148 149 150 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? A36 151 manifest resourcefulness in preparing instructional materials? Indicator 4.4.3 Provides activities and uses materials which fit the learners' learning styles, goals and culture At what level do I ... use relevant activities and materials suited to the learning styles, goals and culture of the learners? A36 154 believe in the need to provide activities and use materials appropriate to the learners? Indicator 4.4.4 Uses a variety of teaching approaches and techniques appropriate to the subject matter and the learners At what level do I ... use variety of teaching strategies and techniques appropriate to the learners and subject matter? A36 157 show enthusiasm in using innovative and appropriate teaching techniques? Indicator 4.4.5 Utilizes information derived from assessment to improve teaching and learning At what level do I ... K43 S45 158 159 understand the proper utilization of assessment results to improve teaching and learning? use assessment results in setting learning objectives and learning activities ? K43 S45 155 156 understand the theories, approaches and strategies in teaching the subject area? K43 S45 152 153 know the principles of instructional material preparation for different types of learners?

A36 160 appreciate the value of assessment in improving teaching and learning? Indicator 4.4.6 Provides activities and uses materials which involves students in meaningful learning At what level do I ... K43 S45 A36 161 162 163 164 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)?

Strand 4.5 Recognizes general learning processes as well as unique processes of individual learners
Indicator 4.5.1 Designs and utilizes teachning methods that take into account the learning process At what level do I ... K43 S45 A36 165 166 167 168 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?

Strand 4.6 Promotes purposive study

Indicator 4.6.1 Cultivates good study habits through appropriate activities and projects At what level do I ... K43 S45 A36 169 170 171 172 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?

Strand 4.7 Demonstrates skills in the use of ICT in teaching and learning
Indicator 4.7.1 Utilizes ICT to enhance teaching and learning At what level do I ... 173 know the nature and operations of ICT systems as they apply to teaching and learning? 174 175 176 177 178 179 180 181 182 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?

Domain 5

PLANNING, ASSESSING AND REPORTING

Strand 5.1 Develops and utilizes creative and appropriate instructional plan
Indicator 5.1.1 Shows proof of instructional planning At what level do I ... K43 183 know the elements and process of developing an instructional plan (e.g. daily, weekly, quarterly, yearly)?

S45 A36 A36

184 185 186 187

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?

Indicator 5.1.2 Implements instructional plan At what level do I ... K43 A36 188 189 190 Indicator 5.1.3 191 192 193 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?

K43 S45 A36

Strand 5.2 Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning
Indicator 5.2.1 Prepares formative and summative tests in line with the curriculum At what level do I ... K43 194 know the principles and purposes of instructional assessment including formative and summative testing?

S45 195 construct valid and reliable formative and summative tests? A36 196 appreciate the value of testing as a tool to improve instruction and learning performance? Indicator 5.2.2 Employs non-traditional assessment techniques (portfolio,journals, rubric, etc.) At what level do I ... use appropriate non-traditional assessment techniques? A36 199 value the use of non-traditional assessment? Indicator 5.2.3 Interprets and uses assessment results to improve teaching and learning At what level do I ... K43 A36 200 know concepts, principles on interpretation and utilization of assessment results? 201 interpret and use test results to improve teaching and learning? 202 manifest fairness in the interpretation of test results? Indicator 5.2.4 Identifies teaching-learning difficulties and possible causes and takes appropriate action to address them At what level do I ... 203 204 205 206 know the concept and principles of diagnostic testing? know the types of remedial lessons for slow learners? identify teaching-learning difficulties and possible causes? K43 S45 197 198 know the concepts, principles and strategies of non-traditional assessment?

K43 S45 A36

manage remediation programs? A36 207 manifest willingness and patience in conducting remediation programs? Indicator 5.2.5 Uses tools for addressing authentic learning At what level do I ... K43 S45 A36 208 209 210 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?

Strand 5.3 Monitors regularly and provides feedback on learners' understanding of content
Indicator 5.3.1 Provides timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growth At what level do I ... K43 S45 A36 211 212 213 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?

A36 214 consistently provide timely and accurate feedback? Indicator 5.3.2 Keeps accurate records of grades/performance levels of learners At what level do I ... K43 S45 215 216 know the current guidelines about the grading system? maintain accurate and updated learners' records?

Strand 5.4 Communicates promptly and clearly to learners, parents and superiors about progress of learners
Indicator 5.4.1 Conducts regular meetings with learners and parents to respect learners' progress At what level do I ... K43 S45 A36 217 218 219 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?

Indicator 5.4.2 Involves parents to participate in school activities that promote learning

At what level do I ... K43 S45 A36 220 221 222 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?

Domain 6

COMMUNITY LINKAGES

Strand 6.1 Establishes learning environment that respond to the aspiration of the community
Indicator 6.1.1 Involves community in sharing accountability for learners' achievement At what level do I ... involve the community in the programs, projects and thrusts of the school? A36 225 promote shared accountability for the learners' achievement? Indicator 6.1.2 Uses community resources (human, material) to support learning At what level do I ... use available community resources (human, material) to support learning? A36 228 recognize community resources to support learning? Indicator 6.1.3 Uses community as a laboratory for learning At what level do I ... make use of the community as a laboratory for learning? A36 231 appreciate the world as a learning environment? Indicator 6.1.4 Participates in community activities that promote learning At what level do I ... link with sectors for involvement in community work? A36 234 show enthusiasm in joining community activities? Indicator 6.1.5 Uses community networks to publicize school events and achievements At what level do I ... communicate the school events/achievements through community networks? A36 237 share information on school events/achievements to the community? Indicator 6.1.6 Encourages students to apply classroom learning to the community At what level do I ... K43 S45 A36 238 239 240 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? K43 S45 235 236 know the dynamics of community networking and information dissemination? K43 S45 232 233 know the teacher's social responsibility? K43 S45 229 230 know strategies for experiential learning outside the classroom? K43 S45 226 227 know the various community resources available to enhance learning? K43 S45 223 224 know the programs, projects, and thrusts of DepEd on school-community partnership?

Domain 7

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

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

Indicator 7.1.1 Maintains stature and behavior that upholds the dignity of teaching At what level do I ... K43 241 know the set of ethical and moral principles, standards and values embodied in the Code of Ethics for Professional Teachers?

S45 242 practice the Code of Ethics for Professional Teachers? A36 243 manifest the values that uphold the dignity of teaching? Indicator 7.1.2 Allocates time for personal and professional development through participation in educational seminars and workshops reading educational materials regularly and engaging in educational research At what level do I ... K43 S45 A36 244 245 246 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 ?

Indicator 7.1.3 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? A36 249 exhibit personal qualities such as enthusiasm, flexibility and caring attitude? Indicator 7.1.4 Articulates and demonstrates one's personal philosophy of teaching At what level do I ... K43 S45 A36 250 251 252 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? K43 S45 247 248

Strand 7.2 Builds professional links with colleagues to enrich teaching practice
Indicator 7.2.1 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? A36 255 manifest openness to recent developments in education? Indicator 7.2.2 Links with other institutions and organizations for sharing best practices At what level do I ... K43 S45 A36 256 257 258 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?

K43 S45

253 254

Strand 7.3 Reflects on the extent of the attainment of professional development goals
Indicator 7.3.1 Reflects on the quality of his/her own teaching At what level do I ... make a self assessment of my teaching competencies? A36 261 desire to improve the quality of my teaching? Indicator 7.3.2 Improves teaching performance based on feedback from the mentor, students, peers, superiors and others At what level do I ... actively seek feedback from a range of people to improve my teaching performance? A36 264 manifest positive attitude towards comments/recommendations? Indicator 7.3.3 Accepts personal accountability to learners' achievement and performance At what level do I ... examine myself vis-a-vis my accountability for the learners and to the teaching profession? A36 267 accept my personal accountability to the learners? Indicator 7.3.4 Uses self-evaluation to recognize and enhance one's strength and correct one's weaknesses At what level do I ... K43 S45 A36 268 269 270 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? K43 S45 265 266 know my accountability and responsibilities toward students' learning performance? K43 S45 262 263 know the purposes and approaches in establishing an effective feedback system? K43 S45 259 260 know the techniques and benefits derived from theory-guided introspection?

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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SUMMARY OF RESULTS (NCBTS-TSNA) JOEMER MABAGOS Teacher:

Domain Strand No. Of KSAs HPS Raw Score Mean Score D1 S1.1 15 60 47 3.13 S1.2 3 12 7 2.33 58.33% Total D1 18 72 54 3.00 75.00% S2.1 10 40 28 2.80 70.00% S2.2 10 40 22 2.20 55.00% D2 S2.3 14 56 37 2.64 66.07% D3 S3.1 27 108 78 2.89 72.22% D4 S4.4 21 84 54 2.57 64.29%

S2.4 15 60 42 2.80 70.00%

S2.5 10 40 37 3.70 92.50%

Total D2 59 236 166 2.81 70.34%

Total D3 27 108 78 2.89 72.22%

S4.1 27 108 86 3.19 79.63%

S4.2 6 24 18 3.00 75.00%

S4.3 6 24 15 2.50 62.50%

% Score 78.33%

Summary of TSNA Result By Mean Scale Score

5.00
4.00

4.00

3.70 3.13 2.33 3.00 3.19 2.80 2.20 2.64 2.80 2.81 2.89 2.89 3.00 2.50 2.57 2.50 2.50

3.80 3.00 2.47 2.73

Mean 3.00 Score

2.00

3.00 2.50

2.83

2.83

3.00

2.83

3.08

3.00

1.00

0.00 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

Strands & Domain

Total D4

S5.1

S5.2

S5.3

S5.4

Total D5

S6.1

Total D6

S7.1

S7.2

S7.3

Total D7

Summary of TSNA Result By % Score

120% 100% 80%

% Score 60%
40% 20% 0% S1.1 S1.2 Total S2.1 D1 S2.2 S2.3 S2.4 S2.5 Total S3.1 Total S4.1 D2 D3 S4.2 S4.3 S4.4 S4.5 S4.6

Strands and Domain

S4.7 Total S5.1 D4

S5.2

S5.3

S5.4 Total S6.1 Total S7.1 D5 D6

S7.2

S7.3 Total D7

0% S1.1 S1.2 Total S2.1 D1 S2.2 S2.3 S2.4 S2.5 Total S3.1 Total S4.1 D2 D3 S4.2 S4.3 S4.4 S4.5 S4.6

Strands and Domain

S4.7 Total S5.1 D4

S5.2

S5.3

S5.4 Total S6.1 Total S7.1 D5 D6

S7.2

S7.3 Total D7

INTERPRETATION BY DOMAIN & STRAND

Domain and Strands
D1 S1.1 S1.2 D2 S2.1 S2.2 S2.3 S2.4 S2.5 D3 S3.1 D4 S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 D5 S5.1 S5.2 S5.3 S5.4 D6 S6.1 D7 S7.1 S7.2 S7.3 Social Regard for Learning Teacher actions demonstrate value for learning Demonstrates that learning is of different kinds and from different sources 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 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 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 Planning, Asessing & Reporting 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 Community Linkages Establishes learning environment that respond to the aspiration of the community Personal Growth & Professional Devt Takes pride in the nobility of teachers as a profession Builds professional links with colleagues to enrich teaching practice Reflects on the extent of the attainment of professional development goals % Score 75.00% 78.33% 58.33% 70.34% 70.00% 55.00% 66.07% 70.00% 92.50% 72.22% 72.22% 61.86% 79.63% 75.00% 62.50% 64.29% 62.50% 62.50% 95.00% 75.00% 68.18% 75.00% 100.00% 62.50% 70.83% 70.83% 75.00% 75.00% 70.83% 77.08% Mean Score 3.00 3.13 2.33 2.81 2.80 2.20 2.64 2.80 3.70 2.89 2.89 2.47 3.19 3.00 2.50 2.57 2.50 2.50 3.80 3.00 2.73 3.00 4.00 2.50 2.83 2.83 3.00 3.00 2.83 3.08 Competency Level Experienced Experienced Developing Experienced Experienced Developing Experienced Experienced Expert Experienced Experienced Developing Experienced Experienced Developing Experienced Developing Developing Expert Experienced Experienced Experienced Expert Developing Experienced Experienced Experienced Experienced Experienced Experienced

S4.5 4 16 10 2.50 62.50%

S4.6 4 16 10 2.50 62.50%

ICT S4.7 10 40 38 3.80 95.00%

Total D4 78 312 193 2.47 61.86%

S5.1 11 44 30 2.73 68.18%

S5.2 17 68 51 3.00 75.00%

D5 S5.3 6 24 24 4.00 100.00%

S5.4 6 24 15 2.50 62.50%

Total D5 40 160 120 3.00 75.00%

D6 S6.1 18 72 51 2.83 70.83%

Total D6 18 72 51 2.83 70.83%

S7.1 12 48 36 3.00 75.00%

D7 S7.2 6 24 17 2.83 70.83%

S7.3 12 48 37 3.08 77.08%

Total D7 30 120 90 3.00 75.00%

00

2.83

3.08

3.00

.1

S7.2

S7.3

Total D7

S7.1

S7.2

S7.3 Total D7

S7.1

S7.2

S7.3 Total D7

Gender Male Female

Civil Status Single Married Widow/er Separated

Region Division
VI VII VIII Bohol Tagbilaran NegOcc Nsamar

GradeYr
1 2 3 4 5 6 7 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

Subject
English Science Math Filipino Makabayan

Domain
D1 D2 D3 D4 D5 D6 D7

DomDesc
Social Regard for Learning Learning Environment Diversity of Learners Curriculum Planning, Asessing & Reporting Community Linkages Personal Growth & Professional Devt

Strands
D1 D2 D3 D4 D5 D6 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 S6.1 S7.1 S7.2 S7.3

StrandDesc
Social Regard for Learning Learning Environment Diversity of Learners Curriculum Planning, Asessing & Reporting Community Linkages Personal 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 community Takes pride in the nobility of teachers as a profession Builds professional links with colleagues to enrich teaching practice Reflects on the extent of the attainment of professional development goals

min 1 1.51 2.51 3.51

max 1.5 2.5 3.5 4

level Beginner Developing Experienced Expert